Welcome to English Language and Literature HL Year 1!
July 3, 2017
1. Report out on new reports from Thursday's class. (Answering the questions below).
2. Engage in Ad analysis hand out (pg. 168). Annotate and analyze the following, and write a brief response that includes: * What is the register and style of the piece and how is it related to genre? (Register: language choices based on the situation, the information being communicated, and the target audience. Style: similar to register, refers to the individual linguistic choices that make a communicative act distinctive.) * What is the general tone of the text? What words and images point to the text's humorous or sarcastic or superficial intentions? What words or images point to the real message of the text? (Remember, refer to this google doc for tone words)
June 29, 2017
1. Debrief, share and discuss your answers in groups of 3 from yesterday's reading.
2. In two larger groups, discuss the answer on pgs. 162 and 164. Create a visual that captures and reflects your group's discussion.
3. Engage in analyzing a news broadcast in a foreign language. In pairs, look for a television news program broadcast in a language you neither speak nor understand. Watch the video and answer the following questions in your journals as you watch: Questions: - What kind of story are the newscasters presenting (something serious, something of "human interest", an editorial opinion)? How do you know? - When are they reporting on a story and when are they speaking off-the-cuff to each other? How do you know? - When do the newscasters advertise themselves, their network, their guest's product or another program? How do you know? - What elements of presentation help you decipher the intention? Homework:
continue studying for your IOCs
June 28, 2017 1. Spark: Engage in AXE activity on cover of handout. 2. Read through and annotate the Language and Mass Communication Introductory hand out. Feel free to highlight, annotate, takes notes, and mark up the document as you read. Also, as you read please answer the questions on Introduction to Part 2; Lang and Mass Communication document. 3. As you read, meet with Miss Kerry to discuss your IOC and your WT 1. 4. Debrief, share, and discuss your answers in groups of 3. 5. Individually, jot down some answers to the Discussion Point questions on pgs. 162 and 164. Next, engage in a Socratic Seminar Discussion in two small groups, discussing the questions and your answers. Homework: * finish all steps for class tomorrow
June 26, 2017
1. Get in your groups from last Friday's class to analyze an As I Lay Dying passage. 2. In small groups, analyze your assigned passage (together as a group) utilizing the IOC guidelines/outline and the Big 5. Take notes as if you were preparing to engage in your IOC. Discuss as a group as you comb through the passage. Darl Passage: Christine, Victoria, Thomas, Joustinne, Chris Dewey Dell Passage: Melodie, Sofia, Randy, Tono, Manuel Addie Passage: Frida, Lily, Santiago, Paquette, Hugo
3. As a group, present the Big 5 for your passage as you would for your IOC, but as a group rather than individually.
4. Final IOC questions/comments/concerns. Meet with Miss Kerry.
June 21, 2017
1. Listen to Sofia's IOC on Bloom Time passage.
2. Get together in small groups with the students who analyzed the same TEWWG passages as you. Fill in the Big 5 chart (large) with 2-3 textual examples in each section.
3. Share aloud as a group.
4. Read over the As I Lay Dying refresher: (http://www.sparknotes.com/lit/asilay/) Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols. 5. Analyze potential IOC passages from As I Lay Dying: 6. In small groups, analyze your assigned passage (together as a group) utilizing the IOC guidelines/outline and the Big 5. Take notes as if you were preparing to engage in your IOC. Discuss as a group as you comb through the passage. Darl Passage: Christine, Victoria, Thomas, Joustinne, Chris Dewey Dell Passage: Melodie, Sofia, Randy, Tono, Manuel Addie Passage: Frida, Lily, Santiago, Paquette, Hugo
June 19, 2017 Back to IOC practice! 1. Refresher on Their Eyes Were Watching God (http://www.sparknotes.com/lit/eyes/). Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols. 2. Analyze potential IOC passages from Their Eyes Were Watching God - Bloom Time passage - Storm Passage 3. Pick which one you would like to utilize for a practice IOC. 4. Engage in practice IOC (20 minutes to prepare; 10-15 minutes to talk into a device) Remember to utilize the Big 5.
June 8, 2017
1. Your Rationale and Written Task are due today! Please share with Miss Kerry.
2. Back to IOC practice! 3. Refresher on The Importance of Being Earnest (http://www.sparknotes.com/lit/earnest/) Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols. 4. Refresher on IOC outline: 5. Analyze assigned IOC passage from The Importance of Being Earnest using the Big 5 Analysis sheet. Half of the class will analyze - Earnest IOC Number One Half of the class will analyze - Earnest IOC Number Two 6. Practice IOC preparation - 20 minutes. 7. Engage in practice IOC with your assigned partner and receive feedback on each of the Big 5. Homework:
Reflect on what aspects of the IOC you still need help on or have questions about
Have fun in Atlanta and buy dark chocolate for Miss Kerry :)
June 7, 2017
1. First drafts of Rationales and WT 1s due today.
2. We will self and peer edit using the following WT 1 Checklist.
3. Be sure to include a properly formatted Works Cited page. The following documents can help you with this:
Final drafts of rationale and WT 1 due before you go to Atlanta
June 5, 2017 1. Miss Kerry checks your rationale, which is due today. 2. Continue to work on and complete your WT 1. Homework: * WT 1 due Wednesday CRITERIA: Written Task 1 You will use the rubric hand out as a guide to help you edit your task. You will also use the following questions:
Is my task between 800-1,000 words?
Are my words necessary, precise and accurate based on purpose and audience? Is my purpose and audience clear?
Did I capture the appropriate voice in my task?
Is it clear by my task that I have read and have a deep understanding of the novel As I Lay Dying?
Is the content and the context clear?
Did I choose an appropriate text type and is my knowledge and understanding of that text type clear?
Did I include a works cited page and cite all of my sources (both primary and secondary)?
Rationale The rationale is not included in the word count (800–1,000 words) for the written task and should be 200–300 words in length. In their rationale students must explain: * introduce the novel, author, and the part of the course it corresponds to ({art 4; Literature Critical Study) • how the content of the task is linked to Part 4 of the course * the text type you chose and why you chose it * the characteristics and formal conventions of the text type and how you mimic it * the literary devices and structure you use to mimic style or text type * information on audience and purpose for your WT * information on cultural/social/historical context (The historical/cultural context is a lower income, rural community in the southern United States (Mississippi) in the 1930s.
May 31, 2017 - JOSE WILL BE YOUR SUB TODAY 1. You should have steps 1-5 complete for today of your As I Lay Dying Written Tasks. 2. During class today, begin your actual Written Task and/or your Rationale. You will have time to work on this during our entire class period.
Homework:
our next class will be Monday, June 5th. You must have your rationale done by Monday and your Written Task 1 first draft is due Wednesday, June 7th.
May 25, 2017 1. Miss Kerry finishes reading the novel aloud. 2. Reflect on end of novel in your journals. Answer the following questions handwritten: What happens and why is it ironic? What is the fate of each character (chart on the board)? 3. After we journal, have a couple of students make a chart on the board that describes the fate of each character and why that fate is ironic. 4. We will utilize this time to work on our As I Lay Dying Written Tasks. Please have steps 1-5 completed by next Wednesday, May 31st (our next class since it is a 3 day weekend).
May 24, 2017 1. Go over the IOC Outline 2. Engage in second practice IOC for As I Lay Dying. Dewey Dell IOC.
3. Take 20-25 minutes to analyze the passage and fill out your Big 5 document.
4. Complete your oral with a partner (it was effective when...next time try...feedback). (Optional: record yourself analyzing the passage.)
5. Send the recording to Miss Kerry.
Homework:
read pgs. 239-248
May 22, 2017 - Luis will be your sub today. 1. Discuss your journal question homework (4 questions) with a partner while Luis marks a star on your paper so I know you have completed it. 2. On Wednesday, we will engage in another practice IOC for As I Lay Dying. Check out this website as part of preparation for your next practice IOC.3. Also, remember to check out the transition words and phrases website to help you in your IOC.
4. When we finish the novel (this week!), we will begin our Written Task 1: let's go over it today so you can have an understanding of the assignment.5. Read pgs. 206-238. May 18, 2017
1. Listen to previous student's IOC on Addie excerpt; assess as we listen and discuss feedback.
2. Listen to your IOC and reflect on it. What did I do well? What do I still need to work on?
3. Discuss questions and comments regarding the IOC and the process. 4. Continue reading: WHITFIELD/DARL/ARMSTID/VARDAMAN/MOSELEY (pgs. 177-205), and answer the following questions as you read. Handwrite them in your journals: * We see our first chapter from Whitfield. What do we learn about Whitfield in this chapter? When does this chapter take place? How does Whitfield feel about God's judgment of his affair? * How is Darl omniscient in his chapter? * What is significant about the motif of animals in these chapters (Armstid's and Vardaman's)? How are animals included and why are they important? * What is the store workers' perspective of the Bundren Family? Homework: * Step #4 is due Monday
May 17, 2017
1. Read Addie IOC.
2. Analyze and fill out Big 5 as a group. Use the IOC Outline as your guide.
3. Record Addie IOC on your own device.
May 15, 2017
1. Finish reading up to page 168 (connected to spark notes from last class).
2. In groups of 3, write down a play-by-play of the river crossing: write out each step of what has happened. Then, check as entire class.
3. Read Addie's chapter and as you read consider the following questions, and also consider the Big 5 Analysis sheet. - Is she speaking from her coffin? Or, is this in the past, when she was alive? Give textual evidence to support your answer. - What is Addie's overall message and/or the overall purpose behind Faulkner giving her a chapter? Homework:
May 11, 2017 1. Continue reading pgs. 122-141 and answer the following questions in your journals as we read: - What is revealed about Jewel in these chapters? - What is going on with Dewey Dell's sexual feelings in these chapters? (p. 121) - What is significant about crossing the bridge and Tull's involvement in it?
2. Go over the
* Also, check out the analysis notes from Sparknotes below:
Chapter 34-39 Analysis (from Sparknotes): In these sections, verb tenses fluctuate as each character tells his or her version of the river-crossing in either the present or the past tense. One of the functions of this technique is to separate the immediacy of the Bundrens’ involvement with their plight from the detachment that Cora and Tull experience as observers who are not particularly invested in the Bundrens’ problems. While the Bundrens generally narrate in the present tense, Cora and Vernon Tull usually give their monologues in the past tense. The past tense gives Cora and Tull an air of careful consideration, as if they have had some time to consider and evaluate the entire story before telling it with calmness, rationality, and balance. The Bundrens, on the other hand, do not have the luxury of reflection, as they are trapped in a frenzied and confusing world that allows time only for frantic explanations.
After the bridges wash out and their crossing is foiled, the Bundrens begin to seem more and more like the victims of some cosmic hex. Cash suffers the most in the failed crossing, reinjuring the leg that he first broke after falling off of a church. This injury can be seen as the result of his heroic self-sacrifice in telling Darl to leave the wagon for safety while refusing to do so himself, or it can be read as darkly comic bad luck brought on by forces outside of the Bundrens’ control.
Darl’s language, on the other hand, suggests something less humorous and more apocalyptic. When Darl describes the desolate air that surrounds the wagon as it enters the river, which he compares to “the place where the motion of the wasted world accelerates just before the final precipice,” he employs particularly fatalistic language. Cast in this light, the river becomes a final frontier separating the Bundrens from the next life, and given the circumstances that lead up to this journey, it is hard to gauge whether Addie is being sent off to heaven or to hell.
The crossing of the river is especially fraught with religious references, and in some ways seems like the fulfillment of a long-standing curse of biblical proportions. Cora has already speculated that Vardaman’s strange behavior is a curse on Addie and Anse, and she reiterates this point here, calling Addie overly proud and an idolater, due to Addie’s worship of Jewel. Now the absurd circumstances of the first few sections appear to add up to a colossal punishment for these past sins. This river episode also invokes classical mythology, most notably the legend of the River Styx. According to the ancient Greeks, the River Styx flowed nine times around the underworld, a spiral of poisonous waters that were thought to dissolve any mortal vessel that attempted to make a crossing—a consequence similar to the disastrous effect that crossing the river has on the Bundrens’ mule team and wagon. In classical mythology, however, the damned crossing the river were aided by a boatman named Charon, while the Bundrens have no such assistance, and are left to navigate the river alone.
May 10, 2017 1. Miss Kerry checks thesis paper annotation homework while students review their notes to prepare for the discussion. 2. Two Socratic Seminar Discussions focusing on the following questions: - What are the examples of biblical/Christian references in As I Lay Dying, and why are them important? Why would Faulkner include them? 3. Miss Kerry reads pgs. 99-109 aloud. As we read, make a list of phrases that you feel are significant because they represent themes or sub-themes within the novel, and/or they are connected to the plot in some important way. Jot down the phrases in your journal as we read, and label them with the novel theme or sub-theme they are connected to (Paper 1 practice). 4. Mingle, mingle, mingle to share our themes/sub themes and phrases with a variety of partners. Homework: * Read pgs. 112-122 for Thursday
May 8, 2017 1. Literary Devices mini-lesson:; go over familiar terms and, in your journals, make a list of five terms that you have heard of before but you are not sure what they are or what them mean.
2. Find 3-4 literary devices in your assigned (jigsawed) pages using Literary Chart
sheet:
Manuel - pgs. 47-49
Sofia - pgs. 50-52
Chris - pgs. 53-55
Tono - pgs. 56-58
Marco - pgs. 59-61
Melodie - pgs. 62-64
Jade - pgs. 65-67
Frida - pgs. 68-70
Randy - pgs. 71-73
Thomas - pgs. 74-76
Santiago - pgs. 77-79
Lily - pgs. 80-82
Hugo - pgs. 83-85
Joustinne - pgs. 86-88
Victoria - pgs. 89-91
Christine - pgs, 92-94
3. Debrief literary devices activity: sit in semi-circle around white board and each student shares and explains one literary device. Students fill in their charts with additional literary terms/devices and examples.
4. Read Chapter 5 of the following graduate student thesis paper on the influence of the bible in As I Lay Dying. Annotate and take notes as you read. 5. Discuss article contents in a two large groups (Socratic Seminar) focusing on the following questions: Two Socratic Seminar Discussions - What are the examples of biblical/Christian references in As I Lay Dying, and why are them important? Why would Faulkner include them? (Discuss how for IB Assessments, it's important to analyze the WHAT and the WHY.) Homework: * Complete step #5 above and be prepared for the Socratic Seminar on Wednesday
May 4, 2017 1. (Miss Kerry will) read the next chapters: DARL/CASH/VARDAMAN (pgs. 75-84). You can fill out the Family Voices sheet as we read. Also... 2. As we read, respond to these chapters by answering the following questions: * How do the Bundren children's reactions to their mother's death vary/differ? Consider Cash, Jewel, Darl, Dewey Dell and Vardaman and explain the various reactions. * How does Faulkner use structure to link the characters in his novel? How, specifically, does Faulkner link Dewey Dell and Vardaman in the chapters we read for today? 3. Think, Pair, Share: With a partner, discuss how the Bundren children each react to their mother's death. Homework:
continue reading; read pages 85-99
May 3, 2017
1. Chapter 9-11 check over and debrief in small groups, and with Miss Kerry rotating to check in.
2. Read pgs. 47-74 (DARL, VARDAMAN, DEWEY DELL, VARDAMAN, TULL) and fill out the Family Voices document as you read.
Homework:
see step #2 above
April 27, 2017 1. Engage in our concentric circles debriefing and sharing our stations from yesterday. 2. Read the following 3 chapters, chapters 9-11 (pgs. 35-46). Answer the following questions as you read or after you read: Chapter 9 - This is the first chapter we see Anse. Describe his overall tone and mood with respect to his situation. Find specific words and phrases that show his tone and mood. (Check out the Words to Describe Tone google doc.) Chapter 10 - Describe Darl's attitude toward death in general and his mother's death. Describe Darl's attitude toward Dewey Dell and the "truth". What is the truth referring to? Describe Darl's opinion of Dr. Peabody.
Chapter 11 - Describe Peabody. Describe Peabody's opinion of Anse. Make a list of words/phrases from Peabody's chapter that demonstrate his personality and his attitude toward Anse.
Homework:
finish the above steps for Wednesday, May 3rd
April 26, 2017
1. 4 groups present their visual (white board) and information from Monday's class.
2. AsI Lay Dying Stations: Station 1: Chapter 8 (TULL) Close Reading The majority of Tull's chapter is dialogue and observations of what other characters are doing. In your journals, describe Tull's interactions with and perspectives of the Bundren family members in this chapter.
Station 3: Chapter 5, 6, and 7 (DARL, CORA, DEWEY DELL) Close Reading Skim through these chapters and answer the following questions in your journals: How is Cora's chapter framed like a picture by the chapter that precede and follow it? How does it connect to the previous chapter (DARL) and the following chapter (DEWEY DELL)? What are the perspective similarities and differences amongst the characters in reference to the same event?
Homework: * letter, card, memory, poem, thank you, etc. to your 12th grader for Morning Meeting tomorrow * finish stations 1, 3, and 4 for Thursday
April 24, 2017
1. Engage in an introductory Faulkner/AILD power point - take notes!! 2. Hand out novels and being reading together: read the first 4 chapters - Darl, Cora, Darl, Jewel: be assigned to your group below and take notes on your section as you read. 3. Engage in a small group reading Activity based on the reading homework. Synopsis and Visuals (Group 1 – DARL/CORA – first two chapters)
Skim through your assigned chapters.
Write a synopsis of what happens in your chapters.
Create a visual that explains/summarizes what happens in your chapters.
Synopsis and Visuals (Group 2 – DARL/JEWEL – chapters 3&4)
Skim through your assigned chapters.
Write a synopsis of what happens in your chapters.
Create a visual that explains/summarizes what happens in your chapters.
Character Descriptions and Relationships (Group 3)
Skim through the reading and make a list of all the characters we have met thus far. Find words to describe their physical appearance and their personalities as well.
Make a visual that explains how all characters are related.
Language Use and Style (Group 4)
Find examples of stream of consciousness
Find examples of imagery
Find examples of descriptive writing
Find examples of literary devices
Create a visual with these categories.
Homework:
Letter/words/comments to 12th graders on Thursday at Morning Meeting
Finish Synopsis and Pictorial Input Chart from above that you will present on Wednesday during class
April 20, 2016
1. Small group activity (4 groups). Step 1: Read through your assigned section and take notes on the important information. Step 2: With your group, collaborate to create a visual representation of the text you analyzed (you can use words, pictures, images, etc.). Step 3: Each group member will make THEIR OWN visual. (Although they will all look the same, each group member will have his/her own.) Step 4: In mixed groups, each of you will be the EXPERT on your topic and your text! Present your visual synopsis/explanation to your peers in the mixed group. Round 1 Groups: Text Analysis and Visual Groups Group 1: How to read Faulkner? Paquette, Tono, Lily, Sofia Group 2: Words of Faulkner (famous quotes) What do his quotes show us about what kind of man/writer he was? Manu, Randy, Christine, Hugo Group 3: A Look at William Faulkner: Chris, Santiago, Jade, Frida Group 4: Novel Synopsis: Thomas, Joustinne, Melodie, Victoria 2. Round 2: EXPERT Groups
Paquette, Christine, Frida, Thomas
Tono, Manu, Santi, Mel
Lily, Randy, Chris, Vic
Sofia, Hugo, Jade, Joustinne
3. Exit Card Discussion with Partner:
I learned when I am reading Faulkner I should...
I learned that Faulkner was a man/writer who...
I learned that As I Lay Dying is a book that...
April 19, 2017 Turn in any books you have from the previous trimester... 1. Engage in literature critical study practice (setting the scene) with analytical text reading (from text book). 2. Check, discuss, and debrief analytical text reading in two groups: - Group 1 focuses on Text 1 and writes on the board how the writer uses techniques, creates a sense of emotion, and his overall attitude/tone/mood to set the scene. - Group 2 focuses on Text 2 and writes on the board how the author uses methods, the methods' effects, and the general impression the author uses and gives in order to set the scene. 3. Pre-Writing Activity: Stream of Consciousness
March 22, 2017 1. Chalk Talk (Marker Sparker) discussion on the end of the novel (focus on the end). 2. Talk about "Ask An Older Kid Panel". 3. Harm Reduction Role Play Wellness Activity.
March 17, 2017 1. Check on Venn Diagram homework while students fill in large group Venn Diagram on the board.2. Journal Entry: Chapter 18 Reflection Question - What is the significance of the storm in this chapter? How does it act as a climactic symbol for the entire novel?3. Discuss Journal Entry.4. Miss Kerry begins reading the last two chapters aloud.Homework:* Finish reading the novel for Monday March 15th, 2017 1. Finish presenting the jigsawed article from Monday's class. 2. Journal Entry: Chapter 17 Reflection Question - Why does Teakcake feel the need to beat her and why does she let him?3. 1928 Hurricane Articles: read the articles and determine the following information:Historical information on the hurricane (keep running notes as you read both articles).How the historical information relates to the hurricane chapter in the novel (via Venn Diagram). Article 1 Article 24. Read Chapter 18.5. Read Chapter 17 & 18 reflective analysis.
Homework:
finish above steps for Friday
March 13, 2017
1. Debrief homework questions in groups of 3 while Miss Kerry checks the work. 2. Article Annotation - jigsaw, read, annotate and take notes, on your assigned section. In your group, discuss and create a method of presenting the content to your peers: http://www.womenwriters.net/aug08/Voodoo%20Imagery.htm
Homework:
read chapter 17
March 10, 2017
1. Two-minute speeches on your literary element from Wednesday's class. Be sure to include a variety of textual examples to help depict and demonstrate your literary element. 2. Read chapters 15 and 16; answer the reflection questions as you read. Chapter 15 - What is the significance of the incident with Nunkie? Why include it? What is it showing? Chapter 16 - What is the significance of Janie's interactions with Mrs. Turner? Why include it? What is it showing? Homework: * complete Step #2 for Monday
March 6, 20171. Chapter 11 & 12 Reflection in journal; answer the following questions and discuss in concentric circles format: * How is TeaCake treating Janie? What are some specific examples of what he does for her? How is Janie portrayed as a character as a result of her relationship with TeaCake?
How does the town react to Janie and TeaCake? What are some specific examples of what the town does/says as a reaction? How is Janie portrayed as a character as a result of the town's opinion on her relationship with TeaCake?
2. Read chapters 13 and 14.
3. Chapter 13 & 14 IOC practice: 2 minute speeches on the following (separately):
purpose/audience
theme/context/content tone/mood
literary devices/imagery/symbolism structure/style
(Each student assigned a chapter and category to deliver speech on.) Homework:
read chapter 14
be prepared to deliver your 2-minute talk on your literary element from chapter 13 and 14 for Wednesday
March 3, 20171. Read the "Guiding Questions" information from the March 1st wiki and choose two Guiding Questions that correspond well with the 40 line passage you chose from chapters 8-10.2. Utilizing your 40 lines and a Big 5 Analysis Sheet, take 20 minutes to prepare for your IOC.3. Present your IOC to a partner. The partner should look for the following:* Effective Introduction* Effective explanation of each of the Big 5 with 2-3 textual examples for each category* Effective conclusion* Effective use of transitions* Effective use of sophisticated vocabulary* Effective articulation and pace(While listening to your partner, write down two comments for "it was effective when" and two for "next time try".)Homework:* read chapters 11 & 12 for Monday March 1, 2017
1. Check Eatonville responses. Discuss your responses in small groups as Miss Kerry rotates and checks. Debrief with brainstorming web on the board.
2. Chapter 7 analysis: Themes include Feminism and Female Degradation. Describe how these themes are shown in this chapter; use quotes to demonstrate how the themes are depicted.
3. Debrief Analysis with T-chart on the board: quote on one side, and description of how it represents theme of Feminism or Female Degradation on the other side.
4. Listen to or read aloud Chapters 8-10. Find an extract in these chapters (40 lines or less) that you believe would function well for an IOC. Also, pick two IOC guiding questions that you think would work well to accompany this passage (see the criteria and sample questions below...we will go over this before we get started).
Homework:
whatever steps above that you do not finish are due Friday
Guiding questions In addition to the text for commentary, students should be given a copy of two guiding questions at the beginning of the preparation time. These questions should not be numbered.
Teachers should aim to set one guiding question on what is happening or being discussed in the text, and one question on the language used. The questions should:
offer a possible starting point for the commentary
relate to one of the most significant aspects of the text
refer to general details only, not to specific details in a particular line of the text
allow the student to explore independently all significant issues dealt with in the text
encourage the student to focus on interpretation of the text.
Some examples of guiding questions are provided below. These questions, however, should not be chosen at random. There should be a clear relationship between the questions and the text.
How does the structure correspond to the overall meaning of the text?
What elements of style are used to convey ideas, attitudes and feelings?
How does the narrator’s point of view influence the reader’s understanding of the text?
What type of audience is this text aimed at?
What does this text tell us about the relationship between X and Y?
What is the main theme or idea in this text, and how has it been developed?
What atmosphere is the writer trying to create in the text?
February 27, 20171. Chapter 4 and 5 debrief in Speed Dating Format (follow the sentence starters below):
The quote I chose as a microcosm for chapter 4 is:
I think this quote represents the entire chapter because:
The quote I chose as a microcosm for chapter 5 is:
I think this quote represents the entire chapter because:
2. Debrief the exchange/conversation in chapter 6 (starting on pg. 64). Discuss the argument and the purpose for its inclusion.
3. Read and annotate the following article: http://www.neh.gov/humanities/2011/novemberdecember/feature/zoras-place Homework:
After reading the above article, describe Eatonville and Hurston's connection to it (may be typed or hand written)
read or listen to Chapter 7
February 24, 2017
1. Listen to IOC from La Paz alumnus on the "Bloom Time, Green Time" passage.
2. Discuss grade and feedback.
3. Look at Sample IOCs and the evaluators' comments: https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=12 https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=13 4. As you listen to the sample IOCs, write down your comments and questions about the IOCs themselves and the moderators' comments. What do you notice about the IOC and the comments? What are the important characteristics of the IOCs? What is important to discuss during your 10 minute IOC?
5. Chapter 4 and 5 analysis - pick one quote from each of these chapters that act as a microcosm for the chapter events (the quote captures the essence of the entire chapter in one quote). Mingle, mingle, mingle to share microcosm quotes (mingle to music and stop when the music stops).
Homework:
read chapter 6 for Monday
February 22, 2017
1. Article debrief in small groups: discuss the purpose and meaning of the article and use textual evidence to support your claims.
2. Check out this student-made IB Lang and Lit (11th grader) Prezi on the Symbolism of Pear Trees and Bees in TEWWG.
2. IOC Practice on the last passage in Chapter 3: a "coming of age" chapter for Janie in relationship to the nature around her.
4. Read chapter 4.
Homework:
read chapter 5
February 20, 2017
1. Each student shares two new vocabulary words on a poster board and presents them: we will post these around the room. Be sure to include the word, the inference based on the context, and the actual definition (which we will have time to look up as we are making our posters).
2. Read the following article about Hurston and the novel written by Valerie Boyd. As you read, annotate and take notes on the article (Miss Kerry provides mini-lesson on three methods of note taking: quoting, paraphrasing, and summarizing).
3. Read the next chapter (chapter 3).
Homework:
finish taking notes on article
read Chapter 3 for Wednesday
February 17, 2017
1. In groups of 4, debrief the stations activity from Wednesday while Miss Kerry checks your homework.
2. Each group will be assigned one of the four stations to share and present aloud.
3. Vocabulary Activity as I read chapter 2 aloud to you: with sticky tabs, write down non-vernacular words that are new to you (do not take the words from the dialogue; take words from the written text).
4. Write down the meaning of each word that you can INFER based on the CONTEXT. Then you may look it up to find the actual definition and see if you were accurate in your inference.
5. Chapter 2 debrief Activity: read Sparknotes summary and chapter analysis to help with your understanding of Chapter 2 contents:
Homework:
finish reading chapter 2 and filling out your vocabulary sticky notes for Monday
February 15, 2017
1. Debrief last week's IOC: t- chart in journals (what went well/what we need to work on). 2. T-chart collectively on the board: what went well/what we need to work on. 3. Listen to Zack's IOC on same passage and grade using the IB IOC rubric.
4. Stations from Chapter 1; //Their Eyes Were Watching God//.
Homework:
Complete stations for Friday
February 8, 2017
1. Miss Kerry checks annotation homework.
2. IOC practice! Highlight, annotate, and analyze the following passage from Earnest using the Big 5 Analysis sheet. Be sure to have 2-3 textual examples in each category. Also, be sure to include your introduction and your conclusion. You will have about 25-30 minutes to prepare (20 minutes for the actual IOC). You can use the IOC outline as a reference/guide. Tips:
Take your time; do not speak too fast.
Consider transitions; present the Big 5 contents on your sheet in a formal and logical manner.
Use textual examples; you should have 2-3 or more for each Big 5 box.
Language and Diction should be formal and sophisticated.
3. Recite your Oral Commentary on a device.
Homework:
February 6, 2017
1. In small groups of 4 (Miss Kerry assigns groups), discuss your critical responses.
2. Group debrief on the board sharing comments/answers/questions of research.
3. In groups of 3, make a list of key points from Their Eyes Were Watching God context document. What do we know about this novel? (K, W, L)
4. Share aloud.
5. Novel Study packet (pgs. 223-226). Read, highlight, annotate.
Homework:
Finish annotating for Wednesday
February 3, 2017
1. Send your WT 2 final drafts to Miss Kerry (or share google doc).
2. Meet with Miss Kerry to discuss final drafts of Written Task 2.
3. Individually work on the following as an introduction to our next novel study:
Read through the following websites and then answer the questions below in a typed, critical response based on your research. http://www.pbs.org/wnet/aaworld/arts/artfocus_03.html http://www.poets.org/viewmedia.php/prmMID/5657 http://www.loc.gov/rr/program/bib/harlem/harlem.html What is The Harlem Renaissance and how was it born?
What are the major social issues facing U.S. Americans during this time period?
Who are the influential writers and musicians of this time and how were they influential (talk about 2-3 in each category)? 4. Read through this website: http://www.sparknotes.com/lit/eyes/context.html. In a separate document, list the key points. Also, explain the connection between the Harlem Renaissance and Their Eyes Were Watching God.
Homework (all due Monday):
* Harlem Renaissance Critical Response
* Key Points and Harlem Renaissance connection from sparknotes Context document
February 1, 2017
1. Your first drafts should be completed. Miss Kerry checks them.
2. Miss Kerry puts students in pairs; communicate with your pair about what you are having trouble with on your essay and what you might need help with. (For example, I need help with my conclusion.) 3. Utilizing this Editing Document as a guide, peer edit your partner's essay (I suggest using google docs and making comments or suggestions as you edit).
4. Give your partner feedback on his/her essay.
5. Edit your own essay.
Homework:
Final draft of WT 2 due Friday (remember your Works Cited page!)
January 30, 2017
1. 35 minutes to finalize first drafts.
2. Miss Kerry leads students through a self edit process (utilizing this Editing Document as a reference).
3. Make your own edits and corrections.
Homework:
first drafts due on Wednesday
January 27, 2017
1. Miss Kerry checks 1-3 paragraphs.
2. Continue working on WT 2s while meeting with Miss Kerry.
3. Remember to include a Works Cited page at the end!
Homework:
First drafts due Monday
January 25, 2017
1. Check outlines with a partner; make sure all the components are present:
the prescribed question that has been chosen (How and why is a social group represented in a particular way? OR which social groups are marginalized, silenced or excluded within the text?)
the title of the text(s) for analysis
the part of the course to which the task refers
three or four key points that explain the particular focus of the task
2. Miss Kerry meets with students individually to check and discuss outlines while students begin working on their written tasks.
3. Work on writing your Written Task 2s. Be sure to consult the Written Task 2 example (check links from last class) and the English Language and Literature guide from last class to ensure you are proceeding correctly.
4. Check out these outlines to help you.
Homework:
Half of first draft of WT 2 due Friday (1-3 paragraphs)
January 23, 2017
1. Check and share Literary Device chart with peers in a rotating fashion; fill in your own chart with additional details you learn from your peers. 2. Final Play Analysis Activity (for WT 2 and IOC): After we have finished the play, cross references your notes from the Victorian Era presentations and the play itself: make a list of 5-7 connections/parallels (you can use bullet points) that you see between the Victorian Era and the events, content, characters, and context of the play. Do this individually and then we will compare answers with the class.
3. Discuss and take notes on the rules, regulations, and requirements of Written Task II (pg 42 in the guide).
the prescribed question that has been chosen (How and why is a social group represented in a particular way?)
the title of the text(s) for analysis
the part of the course to which the task refers
three or four key points that explain the particular focus of the task
January 20, 2017
1. Warm-Up: Check out this Literary Terms website and choose three literary devices to write down in your journal (write down the name of the literary device and an example). Choose one new literary device, one that you have seen in the play we are reading, and your favorite literary device.
2. While we read or listen to Act III, we will fill out the Literary Devices chart below (that I will hand out to you). Be sure to focus on the following literary terms that we often find in this play (try to find an example of each one):
allegory, allusion, analogy, diction, dramatic irony, figurative language, metaphor, paradox, pun, satire, symbol, tone, hyperbole, theme.
January 18, 2017 1. Discuss the IOC outline document.
2. Be sure you have 2-3 textual examples in each of the Big 5 categories. 3. Miss Kerry gives a mini-lesson on the introduction and conclusion you should use for your IOC.
4. Miss Kerry gives a mini-lesson on effective transition words and phrases and Literary Devices (Literary Terms website)5. Present to your partner utilizing an IOC format (practice IOC).
6. While listening to your partner, take notes on two aspects your partner did well - "It was effective when..." and two aspects your partner needs to work on - "Next time try..."
7. Debrief...what went well on our IOCs and what do we need to work on (t-chart on the board and discussion).
January 16, 2017 1. Miss Kerry checks to see that some of the Big 5 Analysis Sheet has been filled out.
2. Victoria presents her section on the Victorian Era (how ironic!!!) 3. Finish listening to Act II and filling out the Big 5 Analysis Sheet. Be sure to include 2-3 textual examples in each section of the Big 5 Analysis. 4. Check to make sure you have 2-3 textual examples in each Big 5 square.
5. With a partner, present and talk through your Big 5 Analysis Sheet, referring to textual examples, analyzing each section, and also including WHY the author might have made the choices that he made and what affect those choices have on the reader (this is IOC preparation!).
6. Try to focus on smooth TRANSITIONS and practice using SOPHISTICATED VOCABULARY during your oral commentary with your partner. Here are two websites that will help you with transition words and with literary terms:
Also, check out the IOC (and AOI) outline that will help you structure your IOC and break down the analysis of the Big 5!
Homework:
2-3 textual examples for each of the Big 5. We will present our mock IOCs to a partner on Wednesday.
January 13, 20171. Victorian Era Google Slideshow presentations.2. Read Act II up to page 31 (finish reading at the bottom of page 30). As you read, fill out The Big 5 Analysis sheet. January 11, 2017
1. Miss Kerry checks homework completion.
2. Debrief Act I analysis through speed dating (two rows, sitting knee to knee). Share answers in all sections. Add to your own answers if/when necessary. 3. Victorian Era Research activity. Pick a section on the following website: victorianweb.org.
Analyze, annotate, and create a brief presentation on your topic to share with your peers. This will be helpful background information/knowledge for us with our IOCs and our Written Task 2s.
Victorianism - Frida
Political History - Victoria
Social History - Christine
Economics - Jade
Gender Matters - Joustinne, Mel
Philosophy - Manu, Lily
Religion - Hugo, Tono
Genre and Technique - Chris
Technology/The Industrial Revolution - Thomas
Visual Arts - Sofia
Victorian Music & Theater - Randy
Science - Paquette
Authors and Books - Santiago
Homework:
Group Google Slide Presentation due Friday - we will each present.
January 9, 2017
1. Share Close Readings (our homework) in concentric circles. Using sticky notes, make a collective visual diagram on the board of each of the 5 elements analyzed that reflects our answers. Stand in a half circle around the board and share/discuss.
2. Go over Act I Reflection document.
3. Finish listening to Act I and fill out the Act I Reflection document as you read/listen, or after you read/listen. Homework:
finish reading Act I (due Wednesday)
finish the Act I reflection above (due Wednesday)
January 6, 2017
1. Meet with your respective groups to discuss your answers and findings from the activity you chose to complete in the packet from Wednesday's class (stage directions; establishing character; the speech) while Miss Kerry checks homework.
2. Share your answers and then decide on how to present the findings from your activity to the class and be sure to include whichever applies to you:
- how and why the author includes and uses stage directions
- how the author establishes characters and why it is important to do so
- how and why the author includes and utilizes the speech 3. Discuss and go over the "Close Reading" handout.
4. Start reading (listening to) the play and as we read, conduct a close reading of the opening scenes (up to the middle of page 6) from The Importance of Being Earnest using our "Close Reading" handout. Pick two of the key areas to search for to demonstrate your skills of understanding, analyze and evaluate. Create a written response.
Link to online text of the play: http://www.gutenberg.org/files/844/844-h/844-h.htm Audio versions of the play: http://www.youtube.com/watch?v=EN7dfTo6YOs http://www.gutenberg.org/ebooks/844audio Homework:
finish your Close Reading written analysis for Monday - be sure to write your response which includes analyzing and evaluating the information as well.
January 4, 2016
1. Discuss the "Approaching Texts" document on how to generally analyze texts. We will use this as we read our first piece of literature, the play, The Importance of Being Earnest.
2. Begin with the Activity on pgs. 243-244. Student volunteers read text 1 and then text 2, and all students answer the questions on the backs of their packets. Look at the questions before reading the texts so we are aware of what information we are looking for.
- What can you infer/glean about these characters, individually and their relationship with each other?
- Find direct quotes in each excerpt that foreshadow a conflict that could potentially arise later in the play.
3. Read through the Drama section (pages 244-252) and analyze and take notes as you read. Skip over the Activities for now, and just focus on each heading (all of the elements of a drama).
Homework:
Pick one of the following activities to engage in. Be ready to share your findings with the class on Friday:
1. Engage in the Activity on page 246 - Stage Directions.
2. Engage in the Activity on pages 247-248 - Establishing Character.
3. Engage in the Activity on pages 249-250 - The Speech.
November 30, 2016
1. Form mixed groups (one person in each group that represents Historical/Biographical context; literary devices; and critical response).
2. Each group member reports out on their findings related to their topic.
3. Each group member reports out on the Personal Response findings from their group on Monday.
4. As a team of 3, create a visual that represents all three sections you studied/researched and the personal response.
5. Put the posters around the room and engage in a museum walk (each group will explain their visual as well walk).
6. Read through the following website on Figurative Language and engage in the activities and the quiz on the website.
Homework:
finish Step #6 during the break
November 28, 2016 1. Discuss the goals, objectis and texts for Part 4 of the course: II. Trimester II (January-March, Year 1)
Part 4: Literature Critical Study – 50 hours
Sub topics and themes include: ·exploring literary works in detail ·analysis of themes/ethics ·analysis of literary terms ·analysis of structure ·novel studies: Their Eyes were Watching God by Zora Neal Hurston; As I Lay Dying by William Faulkner ·drama study: The Importance of Being Earnest by Oscar Wilde Assessment/assessment practice includes: · Written Task 2 · Paper 1 · Individual Oral Commentary * Explore literary works in detail. Points to be considered could include: – understand the explicit and implicit meanings in a text
– identify and situate a text or an extract in the context of a larger work
– respond to the key features of texts such as language, characterization and structure. * Analyse elements such as theme and the ethical stance or moral values of literary texts. Issues to be considered could include. – identify the evidence in the text for a particular stance
– consider point of view in different literary genres * Understand and make appropriate use of literary terms. Examples could include: – imagery
– persona
– tone
– metaphor
– irony 2. Participate in critical reading and study of the poem Dover Beachand engage in the corresponding activity found in the document. November 23, 2016
1. Refresher - how to time the 2 hour Paper 1 essay in steps (give or take depending on your learning style, strengths, etc.)
Choose texts to analyze - 5 minutes
Annotating and analyzing texts (which could overlap with next step) - 20 minutes
Outline of actual essay (see below in wiki for sample outline) - 15 minutes
Write essay - 50 minutes
Edit essay (consider content, handwriting, word choice, organization, sentence fluency, and spelling) - 10 minutes
2. Go over Paper 1 essays. Go over what we are looking for:
- Introduction: Thesis introducing two texts and talking about their similarities/differences
- Body: Specific topics to analyze in each text (The Big 5) and specific textual examples from each text that help you compare/contrast the two texts. Also comparing/contrasting analysis of two texts through the lens of the Big 5.
- Conclusion
3. Each individual assesses his/her own Paper 1 using the IB mark schemes.
4. Switch papers with a peer who analyzed the same texts as you. Read each others' papers and discuss your similarities and differences.
5. Share out with the class questions, comments, concerns, or points to discuss regarding Paper 1. Utilize the sentence starters Miss Kerry puts on the board to discuss.6. Share Observations/Comments and Questions/Confusions on the board.
November 21, 2016
1. Miss Kerry will break down the 70 minute essay writing strategy.
2. Engage in the mock essay (You can use all of your notes; your outline, the Paper 1 outline I have given you, and of course you must use your two sources.)
November 18, 2016
1. Students have a few minutes to finish outlines with their partners.
2. Each pair shares their outline and explains why they have structured their outline in the way they have.
3. Discuss/break down 2 hour time period for Paper 1 exam. Homework:
We will write our exam on Monday and you can use your outline to help you.
November 16, 2016 1. Go over Paper 1 Outline.2. In pairs, read student Paper 1 stimulus and essay with your partner and make sure the essay has the necessary components according to the outline. Share comments. As you read, mark up the essay with OBSERVATIONS and QUESTIONS.3. Read over the examiner's comments in comparison to you and your partners' thoughts and discuss.4. Sample Paper 1 stimulus material: in PAIRS, create an outline/organization/plan to write the essay based on the following stimuli. Follow the above outline and utilize The Big 5 Sheet as a guide.
5. Debrief with whole group: each group presents how they would organize/structure their essay. November 14, 2016 1. Self edit your WT 1 using the following document: Self and Peer Editing Guide. BE SURE YOU HAVE YOUR RATIONALE, WRITTEN TASK, AND YOUR WORKS CITED PAGE! 2. Check out the following WT 1 samples on the on the OCC.
3. Peer edit your WT 1 using the same document.
While peer editing, focus on:
The language and identity concept you are analyzing is clear
The text type you are utilizing/mimicking is clear
Word choice works well - formal, appropriate, variety of language, etc.
Grammar, spelling, punctuation are correct
Organization flows and makes sense
Rationale - all components of rationale are present
Works Cited page is correctly formatted
In-text citations are correct (if necessary)
Analysis is present
4. Make any changes necessary in your WT 1.
Homework:
final draft due Friday
November 11, 2016 Miss Kerry will be interviewing you for the Don Ruetz/North Campus Origins Video today.
1. Work on your WT 1s while Miss Kerry conducts interviews.
Homework:
a draft of your WT 1 for peer and self editing is due Monday
November 9, 2016
1. Engage in North Campus/Don Reutz Reflection and Gratitude Activity. Filming will take place in class on Friday.
2. Review content for WT 1 Rationale: Rationale (200-300 words)
In the rationale you must answer the following questions:
What type of written text have you chosen to produce and why?
From whose perspective is the response being written and why?
Who is the target audience?
What is the intended purpose of the response?
What is the social, cultural or historical context in which the imaginative response is set?
How do you intend to explore particular aspects of both the topic and the text(s) in the written task?
What are the structural and stylistic conventions of type of text you have chosen to emulate, and how do these relate to the aims of the task?
The rationale should not only include knowledge and understanding of the topic (language and identity) and the text, but also of the formal conventions of the text type produced and how they relate to the aims of the task. 3. Review that you need a Works Cited page: You must acknowledge all sources (both primary and secondary) in a Works Cited page. This should be in MLA format. Homework:
A first draft of your WT 1 is due on Monday, November 14th for self and peer editing. The final draft is due Friday the 18th.
November 7, 2016 1. Proposals are due - Miss Kerry will meet with each of you to have your proposals checked off.2. Continue working on your WT 1 while you each meet with Miss Kerry.Homework:* Essay due on November 18th. November 2, 2016 1. Questions or Comments about WT 1 (write on board in t-chart style).2. Work on WT 1 Proposals to be checked by Miss Kerry on Monday (due on Monday).3. On Friday, you will have an EE class instead of English.Homework:* WT 1 Proposal due Monday October 31, 2016
1. Take out your journals and write responses to the following questions. Miss Kerry models responses.
If words and language help to define a culture, how do words help define individuals? What are some words you would use to describe and label your own personal identity?
Where did these personal labels come from? Next to each word you use to label yourself, describe why and how you came to the conclusion that you would use this world to label your own personal identity.
2. Pick one word and describe how that word came to be a word that identified you. Whip to explain your word and how it identifies you.
3. Article Reading and Journaling: As you read the article below Rumors of Tribes, answer the following questions: What is the connection between word labels and personal identity? What is the connection between word labels and our social relations? 4. Debrief thoughts as a group focusing on the essential question: What is the connection between word labels and personal/group identity?
5. Begin preparing for WT 1:
Read through the above links on WT 1 for Wednesday and bring any questions or comments you have to class on Wednesday.
October 27, 2016
1. Make sure you have sent your FOA reflections to Miss Kerry.
2. 20 minutes for final debate preparations.
3. Engage in Debate.
October 26, 20161. Hand back FOA grades and then return to Miss Kerry.
2. Write words and definitions on butcher paper. Share aloud and explain why you invented those words based on prefixes, suffixes, root words, meaning, importance in culture, etc. 3. Read the following article Does Language Shape What We Think? 4. In a journal entry, explain why you agree or disagree with the following statement: "The more words you know the more thoughts you can have". Explain why you agree or disagree and use textual citations from the article to support your answer. You must use at least 3 in-text citations from the article in your response. 5. Mini-Debate: “The more words you know, the more thoughts you can have” debate. Go over Debate Process/Format
Sequence:
First Affirmative Speaker (2-3 minutes) (AGREE) - Christine/Victoria
First Negative Speaker (2-3 minutes) (DISAGREE) - Marco/Frida
Second Affirmative Speaker (2-3 minutes) - Randy/Tono
Second Negative Speaker (2-3 minutes) - Jade/Sofia
Prepare for debate on Friday; when you arrive in class on Friday, you will have 20 minutes to prepare and then the debate will begin.
October 23, 2016
1. Final FOA Reflections due as a PDF to Miss Kerry by Wednesday or Friday.
2. Hugo completes his FOA.
3. Lost in Translation Activity: Language, as we have discussed, is uniquely connected to ideas of culture. Much of culture is implicit, meaning it follows unsaid rules that reflect on value and belief systems, ideas about gender and sexuality, and many other concepts and ideas (see "cultural iceberg"). It becomes difficult, then, when translating texts from other languages to fully capture the nuances of authorial style, which is of course shaped by the culture he or she inhabits. Below see a side-by-side-by-side comparison from Chekhov’s “The Lady with the Dog," courtesy of Kate's Book Blog.
From Richard Pevear and Larissa Volokhonsky’stranslation:
He was not yet forty but had a twelve-year-old daughter and two sons in high school. He hadbeen talked into marrying in his third year at college, and his wife now looked nearly twice as old as he did. She was a tall woman with dark eyebrows, erect, dignified, imposing, and, as she said of herself, a "thinker." She was a great reader, omitted the "hard sign" at the end of words in her letters, and called her husband "Dimitry" instead of Dmitry; and though he secretly considered her shallow, narrow-minded, and dowdy, he stood in awe of her, and disliked being at home. He had first begun deceiving her long ago and he was now constantly unfaithful to her, and this was no doubt why he spoke slightingly of women, to whom he referred as the lower race.
He was under forty, but he had a daughter already twelve years old, and two sons at school. He had been married young, when he was a student in his second year, and by now his wife seemed half as old again as he. She was a tall, erect woman with dark eyebrows, staid and dignified, and, as she said of herself, intellectual. She read a great deal, used phonetic spelling, called her husband, not Dmitri, but Dimitri, and he secretly considered her unintelligent, narrow, inelegant, was afraid of her, and did not like to be at home. He had begun being unfaithful to her long ago -- had been unfaithful to her often, and, probably on that account, almost always spoke ill of women, and when they were talked about in his presence, used to call them "the lower race."
He was not yet forty, but he had a twelve-year-old daughter and two sons in school. He had married young, while still a second-year student, and now his wife seemed half again his age. She was a tall woman with dark eyebrows, erect, imposing, dignified, and a thinking person, as she called herself. She read a great deal, used the new orthography, called her husband not Dmitri but Dimitri, but he secretly considered her none too bright, narrow-minded, graceless, was afraid of her, and disliked being at home. He had begun to be unfaithful to her long ago, was unfaithful often, and, probably for that reason, almost always spoke ill of women, and when they were discussed in his presence, he would say of them: “An inferior race!”
4. Reflection Question:
Which translation do you prefer -- and why? Write, Pair, Share
5. Beyond considerations of style and the "art" of translation, consideration must also be given to the fact that some words simply do not translate easily from one language to another. Can you think of any words in English that don't translate into Spanish or vice versa? (Brainstorm a list with a partner)
Read the following articles on this concept: Tongue and Tech: The Many Emotions for Which English Has No Word 15 Wonderful Words With No English Equivalent The bittersweet taste of Japanese words 6. Reflection Question: Which words from these articles do you think would be useful in English and why? What would the English word be? Consider suffixes, prefixes, root words, and latin to form your English words with definitions that match words from the above articles.
Homework:
finish step #6 for Wednesday
October 19 and 21, 2016Final FOA Presentations!Wednesday, October 19th (Reflection due Wednesday, October 26th):- Chris/Manuel
- Randy- Sofia/Victoria- Marco/ChristineFriday, October 21st (Reflection due Friday, October 28th):- Melodie- Santiago/Thomas- Jade- Tono
- Joustinne/Frida- Hugo FOA REFLECTION (due one week after your presentation) In addition to delivering your FOA, each person is required to write a 300-400 word reflection on the presentation, in which you comment on your performance and the progress you made in achieving the aims of the further oral activity. You will write this after completing your FOA. Your reflection should identify and answer the following questions in paragraph form:
Which texts did you study and who wrote them?
Who was your intended audience?
What were your aims in the presentation? Which type of presentation did you choose and why?
What was the purpose in creating the activity?
What understanding of the topic and text did you intend to communicate to your audience and how did you do this?
How well did you achieve these aims?
October 14, 2016Check out this year's Nobel Prize for Literature winner. 1. We will finish our FOA run-throughs:- Melodie- Santiago/Thomas- Jade- Joustinne/Frida- Hugo2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
October 10, 20161. FOA run-throughs!2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
October 7, 20161. If you have not already, have your proposal signed by Miss Kerry.2. Begin working on your script, google slides, visuals, etc. that you need for your FOA.3. We will begin our FOA run throughs ("first drafts") on Monday.Homework:* prepare for your run through FOAs on Monday October 5, 2016
1. Figure out your texts and the context of your presentation.2. Fill out your FOA proposal sheets.3. Have your proposal checked by Miss Kerry.Homework:* Finish FOA proposals October 3, 20161. Debrief 3 paragraphs with a partner. As Partner 1 reads the paragraphs aloud, Parter 2 writes down the key terms that he/she hears in his/her partner's paragraphs. Then switch. 2. Go over what is an FOA (Further Oral Activity)? Check out each document/website below: https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=14 https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=4&chapter=6 http://www.thinkib.net/englishalanglit/page/2538/further-oral-activity
3. Further Oral Activity Presentation Project sheet and Proposal:
start working on your FOA proposal; when you finish it, have it checked by Miss Kerry
September 28, 20161. With your bilingual partner, debrief your homework: share and discuss your answers from the Visual Literacy Questions. Share aloud something that your partner discovered/learned and something that your partner has a question about.
2. Go over the key terms: Elements: angle, line, scale, shape, texture, patterns, light Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity Image - tone, style, structure, medium, genre* Intertextuality - connections amongst a variety of texts Movement - that can be seen or felt in the image Context Created - culture, symbols, background, social, political, economic Context Embedded in/Media Form - newspaper, magazine, website, children's story, etc.
3. Mini-lesson on the main questions: What meanings do we infer? What (in our opinion) is the purpose of this image and how do we know this is the purpose? Consider icons, symbols, metaphors, signs What is the relationship between creator and viewer? Consider: ethos - credibility of author/creator; pathos - emotional appeal of the author designed to influence the audience; logos - logical appeal of the author designed to influence the audience
4. Each pair will be assigned a term and the pair has to write 1-2 sentences for each of the photographs with the term and some key vocabulary connected to that term. We will then stand in a circle and share aloud (when the key term is used, you will PROJECT your voice even more to accentuate the use of the key term or vocabulary).
5. We will now apply our knowledge and write three paragraphs. Follow the Visual Literacy 3 Paragraph activity in the document.
Homework:
Finish your 3 paragraphs for Friday...on Friday we will: Debrief paragraphs with a partner. (As partner 1 reads, partner 2 writes down the key terms that he/she hears in his/her partner’s paragraphs.)
September 26, 20161. In the following mixed groups, share your station work from Friday while Miss Kerry checks to make sure you have completed your homework.Group 1:Vic, Santi, Hugo, ThomasGroup 2:Marco, Sofia/Frida, Jade, RandyGroups 3:Christine, Joustinne, Chris, Tono/Manuel
2. In new groups of 3, read through your group's assigned section in the following chapter on Visual Literacy. Take notes and be prepared to teach the rest of the class about your section (jigsaw): http://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdfGroup 1 - Reading Pictures (1-6) Group 2 - Understanding How Photographs Communicate (7-13) Group 3 - Visual Literacy and…(13-18) Group 4 - Reading a Magazine Cover (19-25) Group 5 - Bogus Websites/Editorial Cartoons (25-end) 3. Report out on your section. 4. Debrief of Text Features to consider when just analyzing images: timelines; maps; graphic aids; index; captions; illustrations; photos; bulleted list; title; glossary; headings; sidebar; print type; table of contents; colors; images 5. Read over these additional documents on Visual Literacy:http://www.learnnc.org/lp/pages/675http://www.noodletools.com/debbie/literacies/visual/diglitnews.pdfImportant Notes from Noodle Tools: Elements: angle, line, scale, shape, texture, patterns, lightArrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unityImage - tone, style, structure, medium, genreIntertextuality - connections amongst a variety of texts Movement - that can be seen or felt in the imageContext Created - culture, symbols, background, social, political, economicContext Embedded in/Media Form - newspaper, magazine, website, children's story, etc.What meanings do we infer? icons, symbols, metaphors, signsWhat is the relationship between creator and viewer?Consider: ethos - credibility of author/creator: pathos - emotional appeal of the author designed to influence the audience: logos - logical appeal of the author designed to influence the audienceHomework:* Pick any image/photograph on this website: http://www.nationalgeographic.com/photography/
Analyze the image/photograph using the Photo Analysis Worksheet on page 8 of the Visual Literacy guide (the link from #1). September 23, 20161. Speed dating to debrief 4 homework questions from Monday (while Miss Kerry checks homework).2. We will now work at 4 different stations, analyzing 4 different text types. At each station, fill out the following Guide to Close Reading/Analysis of Text handout to analyze the four different text types (either by hand, or make a copies of the documents on google drive to fill them out online):
Station 1: Image: http://www.wikipaintings.org/en/salvador-dali/the-persistence-of-memory-1931 Station 2: Recipe: http://theshiksa.com/2011/01/05/falafel/ (pay attention to the text and images)
Station 3: Advertisement (if this link does not work, google: "Aquafresh teeth so white they can't dance ad": http://i.imgur.com/8Ppzgs2.jpg
Station 4: Editorial Column: http://www.nytimes.com/2013/09/25/opinion/losing-is-good-for-you.html?ref=opinion&_r=0
September 19, 20161. Meet with your group and decide who will preset each of the following:* The PURPOSE and a quote (textual evidence) from your article that demonstrates the purpose.* The AUDIENCE and a quote (textual evidence) from your article that alludes to who the potential audience could be.* The link between rising of global languages and demise of local languages and a quote (textual evidence) that references this connection in some way in your article.* A quote (textual evidence) from your article that either supports or does not support the concept that global language and local languages can coexist.2. Each group presents their article and their textual evidence3. Continuing with our theme of Language and Culture, we will look at Culture as a NOUN. Go over this visual with Miss Kerry: The Iceberg Concept of Culture 4. Read these articles and then answer the questions below: http://www.education.com/reference/article/culture-language/ Or, try this link: http://www.education.com/pdf/culture-language/ http://www.teachingenglish.org.uk/articles/culture-fifth-language-skillhttp://anthro.palomar.edu/language/language_1.htm
1. Elaborate on the basic definition of "culture" from above using your own words.
2. What makes up a "culture"? Provide specific examples.
3. Can we separate language and culture?
4. How does culture inform our reading of text?
September 16, 2016
1. Finish presenting History of English Language Projects (one more group needs to present).
2. Reflection (brainstorm a list of ideas of what we can learn or take away from when we study the history/evolution of the English Language). Writing prompt sentence starter: Analyzing the History/Evolution of the English Language tells us... 3. Reflection from Wednesday's activity. Discuss your answers to: Is English a Global Language? What accounts for the "success" of the English language? with a partner. Write your answers on the board and then share/present.4. Can we link the rise of global languages with the demise of local languages? Can global languages and local languages coexist? We will jigsaw and share the articles below, and also answer these questions above.
5. Read your assigned article. As a group, find the purpose and audience in your article. Also, answer the two questions in #4 based on the information in your article.Homework:* Finish reading your article for Monday; Monday we will meet with our groups and discuss. September 12, 2016
1. 40 minutes to work on your History of English Language assignment. You should have completed your research and now you can work with your group to collaboratively put together your presentation.
2. Second half of class: presenting our History of English Language information and taking notes.
WE WILL NOT HAVE CLASS ON WEDNESDAY, SO PLEASE DO THE FOLLOWING FOR FRIDAY: Analyzing the History/Evolution of the English Language tells us...
Is English a Global Language? What accounts for the "success" of the English language? Read and take notes on the two articles below.
A fairly short but dense (but interesting!) article about an American in Paris and the idea of English as the international language. There are a lot of ideas to unpack here.
A glimpse ahead? (short video on the global dominance of English).
After reading this article and watching this video, answer these questions in your journals: Is English a Global Language? What accounts for the "success" of the English language?
September 9, 2016
1. Debrief Benefits/Limitations Sheet from Monday's class. Report out in pairs on answers and ideas.
2. We will now learn about the History of the English Language. You will be assigned a group and a period in the English language's history to become an expert in:
pre Old English (prehistory of English - Celts, Germanic, Romans, Indo-European) – Frida, Marco, Manuel
Old English (Anglo Saxon) – Jade, Joustinne, Chris
Middle English – Christine, Tono, Mel
Early Modern English – Sofia, Santiago, Hugo
Late Modern English – Victoria, Thomas, Randy
3. Read and/or watch the following texts/videos in order to become an expert in your period's history. You can use additional sources that you find on EBSCO as well. Take notes and present the following information about your English history period:
historical evolution/explanation of your period
key individuals/countries/etc.
facts, examples of language form that era
a general synopsis/overviewdescription of language from that time period
4. You have the entire class today to do the above work. On Monday, you and your group will present your information. Also use your class time today to collaborate with your group to figure out your presentation plan. How will you take turns presenting the information? Will you include visuals? What materials or resources might you need to present the information? Please note: This is a preparation activity for your Further Oral Activity later in the trimester.)
PLEASE NOTE: If you're interested in furthering our study on language vs. communication (or you finish the above work during Friday’s class), check out these articles based on children and development:
Other theorists have suggested that while universal grammar may be innate, it must be activated within the first few years of life. That is, children must be surrounded by language in order to develop language. According to the "critical period" theory, a child raised in isolation would not necessarily develop language spontaneously. Ethically it is impossible to test such a theory; instead linguists have studied feral or abused children as well as deaf children to see whether this theory has merit (don't feel compelled to read both articles in detail; each is worth skimming but were mainly included to get you thinking about these wider issues of language acquisition). A good, short overview of the current debate can be found here. Homework: * Do your research over the weekend; on Monday you will collaborate with your group for 40 minutes to create and put together your presentation September 7, 2016
1. Share homework: various forms of media that discuss nonverbal communication and/or body language. Stand and Deliver. 2. Another form of non-verbal communication is subtext, or the things we say without really saying them. For example, when a student asks whether they can get an extension on an essay and I say, "Hmmmm, I'll have to think about that": I'm really saying "probably not." This is a short (10 minute) but vivid explanation of this aspect of communication, once more delivered by our good friend Steven Pinker: http://www.youtube.com/watch?v=3-son3EJTrU
While watching this video, take notes on the following question and answer in your journals: how do you think subtext affects how humans communicate?
3. We will discuss our answers.4. Based on your impressions of the resources, videos, and articles we have been reading and watching, describe the benefits/limitations for each of the following modes of communication. We will utilize this Form to fill out our answers. https://docs.google.com/document/d/12QorT30C8nZoM6BEXfpevcPWDwvl0I-dK46i_NJoJSQ/edit?usp=sharingHomework:* Remember to be on the look out for nonverbal communication all around you and be ready to share out on Friday!* Step #4 above will also be due on Friday September 5, 2016
1. With a partner at your table, discuss your homework answers while Miss Kerry checks to make sure they are complete. 2. As we are discussing, not all language is verbal. Sign language is a specialized, rich form of communication, for instance. Also consider those other little physical quirks that go along with language, like raising an eyebrow, flaring a nostril, or hunching one's shoulders: this is body language, the power of which is explained in this (21 minute) TED talk: http://www.youtube.com/watch?v=Ks-_Mh1QhMc 3. As you watch this video, consider the following question: how does the power of body language/gesture affect how humans communicate? Take notes on this as you watch the video.
4. Now, let's research this further using EBSCO so we can become more familiar and comfortable with EBSCO which we will use for our Extended Essay. (Try various searches such as BODY LANGUAGE; BODY LANGUAGE AND COMMUNICATION; BODY LANGUAGE AND NON-VERBAL COMMUNICATION; BODY LANGUAGE AND GESTURE; ETC. You might also need to try looking up these key words using quotes.). 5. Mini-lesson on EBSCO as we research an additional article related to the above topics/essential questions:
explora - secondary school (student research center only until december)
EBSCOhost - teacher profile - IB students can use this with their monografias
you can change your lexile range for your level of english/spanish comprehension
you can click on add to folder and it will save your article
you can click on SEND and send the article to yourself or your students
each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
you can listen to any article WITH DIFFERENT ACCENTS
you can take notes
you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
different ways to VIEW it
how to search - might need to put specific topics in quotes "golden rice"
can also do advanced searches
can look at the history of your searches
tutorials section on the website if you need help
can get the app for you phone/android
6. Once you find your EBSCO article or document about BODY LANGUAGE AND NON-VERBAL COMMUNICATION answer the following questions:
1. What form of media is used (article, magazine, video, etc.)?
2. What is the purpose/message of the media?
3. Who is the intended audience?
4. What is this article stating about the topic we are researching?
5. What are the key words/terms used in this piece of media?
Homework:
finish Step #6 for Wednesday
This homework is due Friday: Be aware of non-verbal communication you notice during the week. Consider babies, sign language, gestures, facial expressions, etc. Write down a list of the forms of non-verbal communication you witness during the week. During class on Friday, I will check this list and we will share.
September 2, 2016
1. Miss Kerry checks homework; Notetaking Document filled out and ready for discussion. 2. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf)
3. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today.
4. Socratic Seminar Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
- Encourage people who have not shared to speak
- When there is a lull in the conversation, use one of your Discussion Questions to get the conversation rolling again
5. Engage in Socratic Seminar on the two podcasts using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. (We will mix up the groups when we discuss each podcast).
6. Discussion Reflection: based on your Socratic Seminar Discussions, answer the following question in a typed google drive document and share it with me. Be sure to use specific textual evidence from the transcripts/podcasts to support your answer.
How is it that humans can move their mouths around and produce noises that are given complex meaning?
7. These NPR stories provide a broad overview of our evolutionary history as humans but how exactly is language passed on from one generation to another? Is language innate? One popular theory suggests that humans are born with "universal grammar," which helps explain how babies are able to develop language. Watch or read the transcript of this short (3 minutes) video hosted by Steven Pinker, whose book The Language Instinct is featured in the IB course companion: http://bigthink.com/videos/how-children-learn-language 8. After you watch or read the transcript, answer the above question in bold based on the video. Do you believe language is innate? Why or why not? This time answer in your journals, using specific textual references.
August 31, 2016
RETURN GREAT GATSBY BOOKS! 1. Find your Bilingual Pair (icebreaker activity). Find the partner whose word (or words) matches your word (or words). Discuss why the words go together and what the phrase means; also discuss how is the words/phrases are related to our class? Write a sentence to explain the definition and relationship to our class. 2. Share one sentence of what the word phrase menas and how it is related to our class (Stand and Deliver). 3. Go over the IB Language and Literature Syllabus: this will be our class's syllabus for the next two years.
4. Listen to the following podcasts and fill out the Article Notetaking Document as you read in order to help you organize your thoughts: From Grunting To Gabbing: Why Humans Can Talk http://www.npr.org/templates/story/story.php?storyId=129083762 Singing, Singing, Speaking: How Language Evolved http://www.npr.org/templates/story/story.php?storyId=129155123 Homework:
Finish reading/listening to the two articles and filling out the Article Notetaking Document for Friday's class. Be prepared to engage in a discussion on Friday.
September 2, 2016 4. Free write utilizing poster boards and stations. Walk around and answer the following questions at each station:
How is language used to construct one's identity?
How do people use one or more languages in various contexts to express their individual identity?
How do individuals define themselves according to the practices of a community?
Written Task Reflection Activity (Vacation Work) With your partner, share your Written Task 1 or 2 work from the break. Explain to your partner the elements of your Written Task 1 or 2 using the following Sentence Starters (Miss Kerry will write on the board):
- I chose Written Task 1 or 2 (choose one) because:
- The book I read is:
- The structure (letter, recipe book, police report, etc.) that I followed for my Written Task is: - For my Written Task, I chose to write about _ from my book, because _ - My intended audience is because _
4. Reflection Exit Card on Written Task: on one side, explain what went well with the WT and on the other side, explain what questions or confusions you still have about the WT.
OR, If you did not complete the Written Task, please read about it on last year's wiki page: http://lapazcolegio2015-2016.wikispaces.com/10+English+Language+Arts
July 3, 2017
1. Report out on new reports from Thursday's class. (Answering the questions below).
2. Engage in Ad analysis hand out (pg. 168). Annotate and analyze the following, and write a brief response that includes:
* What is the register and style of the piece and how is it related to genre? (Register: language choices based on the situation, the information being communicated, and the target audience. Style: similar to register, refers to the individual linguistic choices that make a communicative act distinctive.)
* What is the general tone of the text? What words and images point to the text's humorous or sarcastic or superficial intentions? What words or images point to the real message of the text? (Remember, refer to this google doc for tone words)
3. Engage in a mini-less on Rhetoric - pathos, ethos, logos and Elements of Persuasion power point (take notes).
June 29, 2017
1. Debrief, share and discuss your answers in groups of 3 from yesterday's reading.
2. In two larger groups, discuss the answer on pgs. 162 and 164. Create a visual that captures and reflects your group's discussion.
3. Engage in analyzing a news broadcast in a foreign language. In pairs, look for a television news program broadcast in a language you neither speak nor understand. Watch the video and answer the following questions in your journals as you watch:
Questions:
- What kind of story are the newscasters presenting (something serious, something of "human interest", an editorial opinion)? How do you know?
- When are they reporting on a story and when are they speaking off-the-cuff to each other? How do you know?
- When do the newscasters advertise themselves, their network, their guest's product or another program? How do you know?
- What elements of presentation help you decipher the intention?
Homework:
June 28, 2017
1. Spark: Engage in AXE activity on cover of handout.
2. Read through and annotate the Language and Mass Communication Introductory hand out. Feel free to highlight, annotate, takes notes, and mark up the document as you read. Also, as you read please answer the questions on Introduction to Part 2; Lang and Mass Communication document.
3. As you read, meet with Miss Kerry to discuss your IOC and your WT 1.
4. Debrief, share, and discuss your answers in groups of 3.
5. Individually, jot down some answers to the Discussion Point questions on pgs. 162 and 164. Next, engage in a Socratic Seminar Discussion in two small groups, discussing the questions and your answers.
Homework:
* finish all steps for class tomorrow
June 26, 2017
1. Get in your groups from last Friday's class to analyze an As I Lay Dying passage.
2. In small groups, analyze your assigned passage (together as a group) utilizing the IOC guidelines/outline and the Big 5. Take notes as if you were preparing to engage in your IOC. Discuss as a group as you comb through the passage.
Darl Passage: Christine, Victoria, Thomas, Joustinne, Chris
Dewey Dell Passage: Melodie, Sofia, Randy, Tono, Manuel
Addie Passage: Frida, Lily, Santiago, Paquette, Hugo
3. As a group, present the Big 5 for your passage as you would for your IOC, but as a group rather than individually.
4. Final IOC questions/comments/concerns. Meet with Miss Kerry.
June 21, 2017
1. Listen to Sofia's IOC on Bloom Time passage.
2. Get together in small groups with the students who analyzed the same TEWWG passages as you. Fill in the Big 5 chart (large) with 2-3 textual examples in each section.
3. Share aloud as a group.
4. Read over the As I Lay Dying refresher: (http://www.sparknotes.com/lit/asilay/) Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols.
5. Analyze potential IOC passages from As I Lay Dying:
6. In small groups, analyze your assigned passage (together as a group) utilizing the IOC guidelines/outline and the Big 5. Take notes as if you were preparing to engage in your IOC. Discuss as a group as you comb through the passage.
Darl Passage: Christine, Victoria, Thomas, Joustinne, Chris
Dewey Dell Passage: Melodie, Sofia, Randy, Tono, Manuel
Addie Passage: Frida, Lily, Santiago, Paquette, Hugo
June 19, 2017
Back to IOC practice!
1. Refresher on Their Eyes Were Watching God (http://www.sparknotes.com/lit/eyes/). Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols.
2. Analyze potential IOC passages from Their Eyes Were Watching God
- Bloom Time passage
- Storm Passage
3. Pick which one you would like to utilize for a practice IOC.
4. Engage in practice IOC (20 minutes to prepare; 10-15 minutes to talk into a device)
Remember to utilize the Big 5.
June 8, 2017
1. Your Rationale and Written Task are due today! Please share with Miss Kerry.
2. Back to IOC practice!
3. Refresher on The Importance of Being Earnest (http://www.sparknotes.com/lit/earnest/)
Focus on reading through the sections on Context, Plot Overview, Character List, Analysis of Major Characters, Themes, Motifs & Symbols.
4. Refresher on IOC outline:
5. Analyze assigned IOC passage from The Importance of Being Earnest using the Big 5 Analysis sheet.
Half of the class will analyze - Earnest IOC Number One
Half of the class will analyze - Earnest IOC Number Two
6. Practice IOC preparation - 20 minutes.
7. Engage in practice IOC with your assigned partner and receive feedback on each of the Big 5.
Homework:
June 7, 2017
1. First drafts of Rationales and WT 1s due today.
2. We will self and peer edit using the following WT 1 Checklist.
3. Be sure to include a properly formatted Works Cited page. The following documents can help you with this:
Homework:
June 5, 2017
1. Miss Kerry checks your rationale, which is due today.
2. Continue to work on and complete your WT 1.
Homework:
* WT 1 due Wednesday
CRITERIA:
Written Task 1
You will use the rubric hand out as a guide to help you edit your task. You will also use the following questions:
- Is my task between 800-1,000 words?
- Are my words necessary, precise and accurate based on purpose and audience? Is my purpose and audience clear?
- Did I capture the appropriate voice in my task?
- Is it clear by my task that I have read and have a deep understanding of the novel As I Lay Dying?
- Is the content and the context clear?
- Did I choose an appropriate text type and is my knowledge and understanding of that text type clear?
- Did I include a works cited page and cite all of my sources (both primary and secondary)?
RationaleThe rationale is not included in the word count (800–1,000 words) for the written task and should be 200–300 words in length.
In their rationale students must explain:
* introduce the novel, author, and the part of the course it corresponds to ({art 4; Literature Critical Study)
• how the content of the task is linked to Part 4 of the course
* the text type you chose and why you chose it
* the characteristics and formal conventions of the text type and how you mimic it
* the literary devices and structure you use to mimic style or text type
* information on audience and purpose for your WT
* information on cultural/social/historical context (The historical/cultural context is a lower income, rural community in the southern United States (Mississippi) in the 1930s.
May 31, 2017 - JOSE WILL BE YOUR SUB TODAY
1. You should have steps 1-5 complete for today of your As I Lay Dying Written Tasks.
2. During class today, begin your actual Written Task and/or your Rationale. You will have time to work on this during our entire class period.
Homework:
May 25, 2017
1. Miss Kerry finishes reading the novel aloud.
2. Reflect on end of novel in your journals. Answer the following questions handwritten: What happens and why is it ironic? What is the fate of each character (chart on the board)?
3. After we journal, have a couple of students make a chart on the board that describes the fate of each character and why that fate is ironic.
4. We will utilize this time to work on our As I Lay Dying Written Tasks. Please have steps 1-5 completed by next Wednesday, May 31st (our next class since it is a 3 day weekend).
May 24, 2017
1. Go over the IOC Outline
2. Engage in second practice IOC for As I Lay Dying. Dewey Dell IOC.
3. Take 20-25 minutes to analyze the passage and fill out your Big 5 document.
4. Complete your oral with a partner (it was effective when...next time try...feedback). (Optional: record yourself analyzing the passage.)
5. Send the recording to Miss Kerry.
Homework:
May 22, 2017 - Luis will be your sub today.
1. Discuss your journal question homework (4 questions) with a partner while Luis marks a star on your paper so I know you have completed it.
2. On Wednesday, we will engage in another practice IOC for As I Lay Dying. Check out this website as part of preparation for your next practice IOC.3. Also, remember to check out the transition words and phrases website to help you in your IOC.
4. When we finish the novel (this week!), we will begin our Written Task 1: let's go over it today so you can have an understanding of the assignment.5. Read pgs. 206-238.
May 18, 2017
1. Listen to previous student's IOC on Addie excerpt; assess as we listen and discuss feedback.
2. Listen to your IOC and reflect on it. What did I do well? What do I still need to work on?
3. Discuss questions and comments regarding the IOC and the process.
4. Continue reading: WHITFIELD/DARL/ARMSTID/VARDAMAN/MOSELEY (pgs. 177-205), and answer the following questions as you read. Handwrite them in your journals:
* We see our first chapter from Whitfield. What do we learn about Whitfield in this chapter? When does this chapter take place? How does Whitfield feel about God's judgment of his affair?
* How is Darl omniscient in his chapter?
* What is significant about the motif of animals in these chapters (Armstid's and Vardaman's)? How are animals included and why are they important?
* What is the store workers' perspective of the Bundren Family?
Homework:
* Step #4 is due Monday
May 17, 2017
1. Read Addie IOC.
2. Analyze and fill out Big 5 as a group. Use the IOC Outline as your guide.
3. Record Addie IOC on your own device.
May 15, 2017
1. Finish reading up to page 168 (connected to spark notes from last class).
2. In groups of 3, write down a play-by-play of the river crossing: write out each step of what has happened. Then, check as entire class.
3. Read Addie's chapter and as you read consider the following questions, and also consider the Big 5 Analysis sheet.
- Is she speaking from her coffin? Or, is this in the past, when she was alive? Give textual evidence to support your answer.
- What is Addie's overall message and/or the overall purpose behind Faulkner giving her a chapter?
Homework:
May 11, 2017
1. Continue reading pgs. 122-141 and answer the following questions in your journals as we read:
- What is revealed about Jewel in these chapters?
- What is going on with Dewey Dell's sexual feelings in these chapters? (p. 121)
- What is significant about crossing the bridge and Tull's involvement in it?
2. Go over the
Homework:
- Finish anything from above
* Also, check out the analysis notes from Sparknotes below:Chapter 34-39 Analysis (from Sparknotes):
In these sections, verb tenses fluctuate as each character tells his or her version of the river-crossing in either the present or the past tense. One of the functions of this technique is to separate the immediacy of the Bundrens’ involvement with their plight from the detachment that Cora and Tull experience as observers who are not particularly invested in the Bundrens’ problems. While the Bundrens generally narrate in the present tense, Cora and Vernon Tull usually give their monologues in the past tense. The past tense gives Cora and Tull an air of careful consideration, as if they have had some time to consider and evaluate the entire story before telling it with calmness, rationality, and balance. The Bundrens, on the other hand, do not have the luxury of reflection, as they are trapped in a frenzied and confusing world that allows time only for frantic explanations.
After the bridges wash out and their crossing is foiled, the Bundrens begin to seem more and more like the victims of some cosmic hex. Cash suffers the most in the failed crossing, reinjuring the leg that he first broke after falling off of a church. This injury can be seen as the result of his heroic self-sacrifice in telling Darl to leave the wagon for safety while refusing to do so himself, or it can be read as darkly comic bad luck brought on by forces outside of the Bundrens’ control.
Darl’s language, on the other hand, suggests something less humorous and more apocalyptic. When Darl describes the desolate air that surrounds the wagon as it enters the river, which he compares to “the place where the motion of the wasted world accelerates just before the final precipice,” he employs particularly fatalistic language. Cast in this light, the river becomes a final frontier separating the Bundrens from the next life, and given the circumstances that lead up to this journey, it is hard to gauge whether Addie is being sent off to heaven or to hell.
The crossing of the river is especially fraught with religious references, and in some ways seems like the fulfillment of a long-standing curse of biblical proportions. Cora has already speculated that Vardaman’s strange behavior is a curse on Addie and Anse, and she reiterates this point here, calling Addie overly proud and an idolater, due to Addie’s worship of Jewel. Now the absurd circumstances of the first few sections appear to add up to a colossal punishment for these past sins. This river episode also invokes classical mythology, most notably the legend of the River Styx. According to the ancient Greeks, the River Styx flowed nine times around the underworld, a spiral of poisonous waters that were thought to dissolve any mortal vessel that attempted to make a crossing—a consequence similar to the disastrous effect that crossing the river has on the Bundrens’ mule team and wagon. In classical mythology, however, the damned crossing the river were aided by a boatman named Charon, while the Bundrens have no such assistance, and are left to navigate the river alone.
May 10, 2017
1. Miss Kerry checks thesis paper annotation homework while students review their notes to prepare for the discussion.
2. Two Socratic Seminar Discussions focusing on the following questions:
- What are the examples of biblical/Christian references in As I Lay Dying, and why are them important? Why would Faulkner include them?
3. Miss Kerry reads pgs. 99-109 aloud. As we read, make a list of phrases that you feel are significant because they represent themes or sub-themes within the novel, and/or they are connected to the plot in some important way. Jot down the phrases in your journal as we read, and label them with the novel theme or sub-theme they are connected to (Paper 1 practice).
4. Mingle, mingle, mingle to share our themes/sub themes and phrases with a variety of partners.
Homework:
* Read pgs. 112-122 for Thursday
May 8, 2017
1. Literary Devices mini-lesson:; go over familiar terms and, in your journals, make a list of five terms that you have heard of before but you are not sure what they are or what them mean.
2. Find 3-4 literary devices in your assigned (jigsawed) pages using Literary Chart
Manuel - pgs. 47-49
Sofia - pgs. 50-52
Chris - pgs. 53-55
Tono - pgs. 56-58
Marco - pgs. 59-61
Melodie - pgs. 62-64
Jade - pgs. 65-67
Frida - pgs. 68-70
Randy - pgs. 71-73
Thomas - pgs. 74-76
Santiago - pgs. 77-79
Lily - pgs. 80-82
Hugo - pgs. 83-85
Joustinne - pgs. 86-88
Victoria - pgs. 89-91
Christine - pgs, 92-94
3. Debrief literary devices activity: sit in semi-circle around white board and each student shares and explains one literary device. Students fill in their charts with additional literary terms/devices and examples.
4. Read Chapter 5 of the following graduate student thesis paper on the influence of the bible in As I Lay Dying. Annotate and take notes as you read.
5. Discuss article contents in a two large groups (Socratic Seminar) focusing on the following questions:
Two Socratic Seminar Discussions
- What are the examples of biblical/Christian references in As I Lay Dying, and why are them important? Why would Faulkner include them? (Discuss how for IB Assessments, it's important to analyze the WHAT and the WHY.)
Homework:
* Complete step #5 above and be prepared for the Socratic Seminar on Wednesday
1. (Miss Kerry will) read the next chapters: DARL/CASH/VARDAMAN (pgs. 75-84). You can fill out the Family Voices sheet as we read. Also...
2. As we read, respond to these chapters by answering the following questions:
* How do the Bundren children's reactions to their mother's death vary/differ? Consider Cash, Jewel, Darl, Dewey Dell and Vardaman and explain the various reactions.
* How does Faulkner use structure to link the characters in his novel? How, specifically, does Faulkner link Dewey Dell and Vardaman in the chapters we read for today?
3. Think, Pair, Share: With a partner, discuss how the Bundren children each react to their mother's death.
Homework:
May 3, 2017
1. Chapter 9-11 check over and debrief in small groups, and with Miss Kerry rotating to check in.
2. Read pgs. 47-74 (DARL, VARDAMAN, DEWEY DELL, VARDAMAN, TULL) and fill out the Family Voices document as you read.
Homework:
April 27, 2017
1. Engage in our concentric circles debriefing and sharing our stations from yesterday.
2. Read the following 3 chapters, chapters 9-11 (pgs. 35-46). Answer the following questions as you read or after you read:
Chapter 9 - This is the first chapter we see Anse. Describe his overall tone and mood with respect to his situation. Find specific words and phrases that show his tone and mood. (Check out the Words to Describe Tone google doc.)
Chapter 10 - Describe Darl's attitude toward death in general and his mother's death. Describe Darl's attitude toward Dewey Dell and the "truth". What is the truth referring to? Describe Darl's opinion of Dr. Peabody.
Chapter 11 - Describe Peabody. Describe Peabody's opinion of Anse. Make a list of words/phrases from Peabody's chapter that demonstrate his personality and his attitude toward Anse.
Homework:
April 26, 2017
1. 4 groups present their visual (white board) and information from Monday's class.
2. As I Lay Dying Stations:
Station 1: Chapter 8 (TULL) Close Reading
The majority of Tull's chapter is dialogue and observations of what other characters are doing. In your journals, describe Tull's interactions with and perspectives of the Bundren family members in this chapter.
Station 3: Chapter 5, 6, and 7 (DARL, CORA, DEWEY DELL) Close Reading
Skim through these chapters and answer the following questions in your journals: How is Cora's chapter framed like a picture by the chapter that precede and follow it? How does it connect to the previous chapter (DARL) and the following chapter (DEWEY DELL)? What are the perspective similarities and differences amongst the characters in reference to the same event?
Station 4: Online Research
Study the Bundrens' genealogy - http://www.mcsr.olemiss.edu/%7Eegjbp/faulkner/gen-bundren.html
Check out and read the novel commentary - http://www.mcsr.olemiss.edu/%7Eegjbp/faulkner/n-aild.html
You do not have to write anything for this section, but make sure you do this research so you have a solid understanding of the genealogy, family history, and novel commentary.
Homework:
* letter, card, memory, poem, thank you, etc. to your 12th grader for Morning Meeting tomorrow
* finish stations 1, 3, and 4 for Thursday
April 24, 2017
1. Engage in an introductory Faulkner/AILD power point - take notes!!
2. Hand out novels and being reading together: read the first 4 chapters - Darl, Cora, Darl, Jewel: be assigned to your group below and take notes on your section as you read.
3. Engage in a small group reading Activity based on the reading homework.
Synopsis and Visuals (Group 1 – DARL/CORA – first two chapters)
- Skim through your assigned chapters.
- Write a synopsis of what happens in your chapters.
- Create a visual that explains/summarizes what happens in your chapters.
Synopsis and Visuals (Group 2 – DARL/JEWEL – chapters 3&4)- Skim through your assigned chapters.
- Write a synopsis of what happens in your chapters.
- Create a visual that explains/summarizes what happens in your chapters.
Character Descriptions and Relationships (Group 3)- Skim through the reading and make a list of all the characters we have met thus far. Find words to describe their physical appearance and their personalities as well.
- Make a visual that explains how all characters are related.
Language Use and Style (Group 4)Homework:
April 20, 2016
1. Small group activity (4 groups).
Step 1: Read through your assigned section and take notes on the important information.
Step 2: With your group, collaborate to create a visual representation of the text you analyzed (you can use words, pictures, images, etc.).
Step 3: Each group member will make THEIR OWN visual. (Although they will all look the same, each group member will have his/her own.)
Step 4: In mixed groups, each of you will be the EXPERT on your topic and your text! Present your visual synopsis/explanation to your peers in the mixed group.
Round 1 Groups: Text Analysis and Visual Groups
Group 1: How to read Faulkner? Paquette, Tono, Lily, Sofia
Group 2: Words of Faulkner (famous quotes) What do his quotes show us about what kind of man/writer he was? Manu, Randy, Christine, Hugo
Group 3: A Look at William Faulkner: Chris, Santiago, Jade, Frida
Group 4: Novel Synopsis: Thomas, Joustinne, Melodie, Victoria
2. Round 2: EXPERT Groups
Paquette, Christine, Frida, Thomas
Tono, Manu, Santi, Mel
Lily, Randy, Chris, Vic
Sofia, Hugo, Jade, Joustinne
3. Exit Card Discussion with Partner:
April 19, 2017
Turn in any books you have from the previous trimester...
1. Engage in literature critical study practice (setting the scene) with analytical text reading (from text book).
2. Check, discuss, and debrief analytical text reading in two groups:
- Group 1 focuses on Text 1 and writes on the board how the writer uses techniques, creates a sense of emotion, and his overall attitude/tone/mood to set the scene.
- Group 2 focuses on Text 2 and writes on the board how the author uses methods, the methods' effects, and the general impression the author uses and gives in order to set the scene.
3. Pre-Writing Activity: Stream of Consciousness
March 22, 2017
1. Chalk Talk (Marker Sparker) discussion on the end of the novel (focus on the end).
2. Talk about "Ask An Older Kid Panel".
3. Harm Reduction Role Play Wellness Activity.
March 17, 2017
1. Check on Venn Diagram homework while students fill in large group Venn Diagram on the board.2. Journal Entry: Chapter 18 Reflection Question - What is the significance of the storm in this chapter? How does it act as a climactic symbol for the entire novel?3. Discuss Journal Entry.4. Miss Kerry begins reading the last two chapters aloud.Homework:* Finish reading the novel for Monday
March 15th, 2017
1. Finish presenting the jigsawed article from Monday's class.
2. Journal Entry: Chapter 17 Reflection Question - Why does Teakcake feel the need to beat her and why does she let him?3. 1928 Hurricane Articles: read the articles and determine the following information:Historical information on the hurricane (keep running notes as you read both articles).How the historical information relates to the hurricane chapter in the novel (via Venn Diagram). Article 1
Article 24. Read Chapter 18.5. Read Chapter 17 & 18 reflective analysis.
Homework:
March 13, 2017
1. Debrief homework questions in groups of 3 while Miss Kerry checks the work.
2. Article Annotation - jigsaw, read, annotate and take notes, on your assigned section. In your group, discuss and create a method of presenting the content to your peers:
http://www.womenwriters.net/aug08/Voodoo%20Imagery.htm
Homework:
March 10, 2017
1. Two-minute speeches on your literary element from Wednesday's class. Be sure to include a variety of textual examples to help depict and demonstrate your literary element.
2. Read chapters 15 and 16; answer the reflection questions as you read.
Chapter 15 - What is the significance of the incident with Nunkie? Why include it? What is it showing?
Chapter 16 - What is the significance of Janie's interactions with Mrs. Turner? Why include it? What is it showing?
Homework:
* complete Step #2 for Monday
March 6, 20171. Chapter 11 & 12 Reflection in journal; answer the following questions and discuss in concentric circles format:
* How is TeaCake treating Janie? What are some specific examples of what he does for her? How is Janie portrayed as a character as a result of her relationship with TeaCake?
- How does the town react to Janie and TeaCake? What are some specific examples of what the town does/says as a reaction? How is Janie portrayed as a character as a result of the town's opinion on her relationship with TeaCake?
2. Read chapters 13 and 14.3. Chapter 13 & 14 IOC practice: 2 minute speeches on the following (separately):
purpose/audience
theme/context/content
tone/mood
literary devices/imagery/symbolism
structure/style
(Each student assigned a chapter and category to deliver speech on.)
Homework:
March 3, 20171. Read the "Guiding Questions" information from the March 1st wiki and choose two Guiding Questions that correspond well with the 40 line passage you chose from chapters 8-10.2. Utilizing your 40 lines and a Big 5 Analysis Sheet, take 20 minutes to prepare for your IOC.3. Present your IOC to a partner. The partner should look for the following:* Effective Introduction* Effective explanation of each of the Big 5 with 2-3 textual examples for each category* Effective conclusion* Effective use of transitions* Effective use of sophisticated vocabulary* Effective articulation and pace(While listening to your partner, write down two comments for "it was effective when" and two for "next time try".)Homework:* read chapters 11 & 12 for Monday
March 1, 2017
1. Check Eatonville responses. Discuss your responses in small groups as Miss Kerry rotates and checks. Debrief with brainstorming web on the board.
2. Chapter 7 analysis: Themes include Feminism and Female Degradation. Describe how these themes are shown in this chapter; use quotes to demonstrate how the themes are depicted.
3. Debrief Analysis with T-chart on the board: quote on one side, and description of how it represents theme of Feminism or Female Degradation on the other side.
4. Listen to or read aloud Chapters 8-10. Find an extract in these chapters (40 lines or less) that you believe would function well for an IOC. Also, pick two IOC guiding questions that you think would work well to accompany this passage (see the criteria and sample questions below...we will go over this before we get started).
Homework:
- whatever steps above that you do not finish are due Friday
Guiding questionsIn addition to the text for commentary, students should be given a copy of two guiding questions at the beginning of the preparation time. These questions should not be numbered.
Teachers should aim to set one guiding question on what is happening or being discussed in the text, and one question on the language used. The questions should:
February 27, 20171. Chapter 4 and 5 debrief in Speed Dating Format (follow the sentence starters below):
The quote I chose as a microcosm for chapter 4 is:
I think this quote represents the entire chapter because:
The quote I chose as a microcosm for chapter 5 is:
I think this quote represents the entire chapter because:
2. Debrief the exchange/conversation in chapter 6 (starting on pg. 64). Discuss the argument and the purpose for its inclusion.
3. Read and annotate the following article:
http://www.neh.gov/humanities/2011/novemberdecember/feature/zoras-place
Homework:
February 24, 2017
1. Listen to IOC from La Paz alumnus on the "Bloom Time, Green Time" passage.
2. Discuss grade and feedback.
3. Look at Sample IOCs and the evaluators' comments:
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=12
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=13
4. As you listen to the sample IOCs, write down your comments and questions about the IOCs themselves and the moderators' comments. What do you notice about the IOC and the comments? What are the important characteristics of the IOCs? What is important to discuss during your 10 minute IOC?
5. Chapter 4 and 5 analysis - pick one quote from each of these chapters that act as a microcosm for the chapter events (the quote captures the essence of the entire chapter in one quote). Mingle, mingle, mingle to share microcosm quotes (mingle to music and stop when the music stops).
Homework:
February 22, 2017
1. Article debrief in small groups: discuss the purpose and meaning of the article and use textual evidence to support your claims.
2. Check out this student-made IB Lang and Lit (11th grader) Prezi on the Symbolism of Pear Trees and Bees in TEWWG.
2. IOC Practice on the last passage in Chapter 3: a "coming of age" chapter for Janie in relationship to the nature around her.
4. Read chapter 4.
Homework:
February 20, 2017
1. Each student shares two new vocabulary words on a poster board and presents them: we will post these around the room. Be sure to include the word, the inference based on the context, and the actual definition (which we will have time to look up as we are making our posters).
2. Read the following article about Hurston and the novel written by Valerie Boyd. As you read, annotate and take notes on the article (Miss Kerry provides mini-lesson on three methods of note taking: quoting, paraphrasing, and summarizing).
3. Read the next chapter (chapter 3).
Homework:
February 17, 2017
1. In groups of 4, debrief the stations activity from Wednesday while Miss Kerry checks your homework.
2. Each group will be assigned one of the four stations to share and present aloud.
3. Vocabulary Activity as I read chapter 2 aloud to you: with sticky tabs, write down non-vernacular words that are new to you (do not take the words from the dialogue; take words from the written text).
4. Write down the meaning of each word that you can INFER based on the CONTEXT. Then you may look it up to find the actual definition and see if you were accurate in your inference.
5. Chapter 2 debrief Activity: read Sparknotes summary and chapter analysis to help with your understanding of Chapter 2 contents:
Homework:
February 15, 2017
1. Debrief last week's IOC: t- chart in journals (what went well/what we need to work on).
2. T-chart collectively on the board: what went well/what we need to work on.
3. Listen to Zack's IOC on same passage and grade using the IB IOC rubric.
4. Stations from Chapter 1; //Their Eyes Were Watching God//.
Homework:
February 8, 2017
1. Miss Kerry checks annotation homework.
2. IOC practice! Highlight, annotate, and analyze the following passage from Earnest using the Big 5 Analysis sheet. Be sure to have 2-3 textual examples in each category. Also, be sure to include your introduction and your conclusion. You will have about 25-30 minutes to prepare (20 minutes for the actual IOC). You can use the IOC outline as a reference/guide.
Tips:
Take your time; do not speak too fast.
Consider transitions; present the Big 5 contents on your sheet in a formal and logical manner.
Use textual examples; you should have 2-3 or more for each Big 5 box.
Language and Diction should be formal and sophisticated.
3. Recite your Oral Commentary on a device.
Homework:
February 6, 2017
1. In small groups of 4 (Miss Kerry assigns groups), discuss your critical responses.
2. Group debrief on the board sharing comments/answers/questions of research.
3. In groups of 3, make a list of key points from Their Eyes Were Watching God context document. What do we know about this novel? (K, W, L)
4. Share aloud.
5. Novel Study packet (pgs. 223-226). Read, highlight, annotate.
Homework:
February 3, 2017
1. Send your WT 2 final drafts to Miss Kerry (or share google doc).
2. Meet with Miss Kerry to discuss final drafts of Written Task 2.
3. Individually work on the following as an introduction to our next novel study:
Read through the following websites and then answer the questions below in a typed, critical response based on your research.
http://www.pbs.org/wnet/aaworld/arts/artfocus_03.html
http://www.poets.org/viewmedia.php/prmMID/5657
http://www.loc.gov/rr/program/bib/harlem/harlem.html
What is The Harlem Renaissance and how was it born?
What are the major social issues facing U.S. Americans during this time period?
Who are the influential writers and musicians of this time and how were they influential (talk about 2-3 in each category)?
4. Read through this website: http://www.sparknotes.com/lit/eyes/context.html. In a separate document, list the key points. Also, explain the connection between the Harlem Renaissance and Their Eyes Were Watching God.
Homework (all due Monday):
* Harlem Renaissance Critical Response
* Key Points and Harlem Renaissance connection from sparknotes Context document
February 1, 2017
1. Your first drafts should be completed. Miss Kerry checks them.
2. Miss Kerry puts students in pairs; communicate with your pair about what you are having trouble with on your essay and what you might need help with. (For example, I need help with my conclusion.)
3. Utilizing this Editing Document as a guide, peer edit your partner's essay (I suggest using google docs and making comments or suggestions as you edit).
4. Give your partner feedback on his/her essay.
5. Edit your own essay.
Homework:
January 30, 2017
1. 35 minutes to finalize first drafts.
2. Miss Kerry leads students through a self edit process (utilizing this Editing Document as a reference).
3. Make your own edits and corrections.
Homework:
January 27, 2017
1. Miss Kerry checks 1-3 paragraphs.
2. Continue working on WT 2s while meeting with Miss Kerry.
3. Remember to include a Works Cited page at the end!
Homework:
January 25, 2017
1. Check outlines with a partner; make sure all the components are present:
- the prescribed question that has been chosen (How and why is a social group represented in a particular way? OR which social groups are marginalized, silenced or excluded within the text?)
- the title of the text(s) for analysis
- the part of the course to which the task refers
- three or four key points that explain the particular focus of the task
2. Miss Kerry meets with students individually to check and discuss outlines while students begin working on their written tasks.3. Work on writing your Written Task 2s. Be sure to consult the Written Task 2 example (check links from last class) and the English Language and Literature guide from last class to ensure you are proceeding correctly.
4. Check out these outlines to help you.
Homework:
January 23, 2017
1. Check and share Literary Device chart with peers in a rotating fashion; fill in your own chart with additional details you learn from your peers.
2. Final Play Analysis Activity (for WT 2 and IOC): After we have finished the play, cross references your notes from the Victorian Era presentations and the play itself: make a list of 5-7 connections/parallels (you can use bullet points) that you see between the Victorian Era and the events, content, characters, and context of the play. Do this individually and then we will compare answers with the class.
3. Discuss and take notes on the rules, regulations, and requirements of Written Task II (pg 42 in the guide).
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4. Look over examples of Written Task II on the OCC: http://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1402_1_e&part=4&chapter=16 (power and privilege examples)5. Discuss our own Written Tasks on power and privilege.
Homework:
* outline of Written Task II due Wednesday
This outline must include:
- the prescribed question that has been chosen (How and why is a social group represented in a particular way?)
- the title of the text(s) for analysis
- the part of the course to which the task refers
- three or four key points that explain the particular focus of the task
January 20, 20171. Warm-Up: Check out this Literary Terms website and choose three literary devices to write down in your journal (write down the name of the literary device and an example). Choose one new literary device, one that you have seen in the play we are reading, and your favorite literary device.
2. While we read or listen to Act III, we will fill out the Literary Devices chart below (that I will hand out to you). Be sure to focus on the following literary terms that we often find in this play (try to find an example of each one):
allegory, allusion, analogy, diction, dramatic irony, figurative language, metaphor, paradox, pun, satire, symbol, tone, hyperbole, theme.
literary device chart analysis.pages
Homework:
January 18, 2017
1. Discuss the IOC outline document.
2. Be sure you have 2-3 textual examples in each of the Big 5 categories.
3. Miss Kerry gives a mini-lesson on the introduction and conclusion you should use for your IOC.
4. Miss Kerry gives a mini-lesson on effective transition words and phrases and Literary Devices (Literary Terms website)5. Present to your partner utilizing an IOC format (practice IOC).
6. While listening to your partner, take notes on two aspects your partner did well - "It was effective when..." and two aspects your partner needs to work on - "Next time try..."
7. Debrief...what went well on our IOCs and what do we need to work on (t-chart on the board and discussion).
January 16, 2017
1. Miss Kerry checks to see that some of the Big 5 Analysis Sheet has been filled out.
2. Victoria presents her section on the Victorian Era (how ironic!!!)
3. Finish listening to Act II and filling out the Big 5 Analysis Sheet. Be sure to include 2-3 textual examples in each section of the Big 5 Analysis.
4. Check to make sure you have 2-3 textual examples in each Big 5 square.
5. With a partner, present and talk through your Big 5 Analysis Sheet, referring to textual examples, analyzing each section, and also including WHY the author might have made the choices that he made and what affect those choices have on the reader (this is IOC preparation!).
6. Try to focus on smooth TRANSITIONS and practice using SOPHISTICATED VOCABULARY during your oral commentary with your partner. Here are two websites that will help you with transition words and with literary terms:
* Literary Terms website
- Also, check out the IOC (and AOI) outline that will help you structure your IOC and break down the analysis of the Big 5!
Homework:January 13, 20171. Victorian Era Google Slideshow presentations.2. Read Act II up to page 31 (finish reading at the bottom of page 30). As you read, fill out The Big 5 Analysis sheet.
January 11, 2017
1. Miss Kerry checks homework completion.
2. Debrief Act I analysis through speed dating (two rows, sitting knee to knee). Share answers in all sections. Add to your own answers if/when necessary.
3. Victorian Era Research activity. Pick a section on the following website: victorianweb.org.
Analyze, annotate, and create a brief presentation on your topic to share with your peers. This will be helpful background information/knowledge for us with our IOCs and our Written Task 2s.
Victorianism - Frida
Political History - Victoria
Social History - Christine
Economics - Jade
Gender Matters - Joustinne, Mel
Philosophy - Manu, Lily
Religion - Hugo, Tono
Genre and Technique - Chris
Technology/The Industrial Revolution - Thomas
Visual Arts - Sofia
Victorian Music & Theater - Randy
Science - Paquette
Authors and Books - Santiago
Homework:
January 9, 2017
1. Share Close Readings (our homework) in concentric circles. Using sticky notes, make a collective visual diagram on the board of each of the 5 elements analyzed that reflects our answers. Stand in a half circle around the board and share/discuss.
2. Go over Act I Reflection document.
3. Finish listening to Act I and fill out the Act I Reflection document as you read/listen, or after you read/listen.
Homework:
January 6, 2017
1. Meet with your respective groups to discuss your answers and findings from the activity you chose to complete in the packet from Wednesday's class (stage directions; establishing character; the speech) while Miss Kerry checks homework.
2. Share your answers and then decide on how to present the findings from your activity to the class and be sure to include whichever applies to you:
- how and why the author includes and uses stage directions
- how the author establishes characters and why it is important to do so
- how and why the author includes and utilizes the speech
3. Discuss and go over the "Close Reading" handout.
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4. Start reading (listening to) the play and as we read, conduct a close reading of the opening scenes (up to the middle of page 6) from The Importance of Being Earnest using our "Close Reading" handout. Pick two of the key areas to search for to demonstrate your skills of understanding, analyze and evaluate. Create a written response.Link to online text of the play:
http://www.gutenberg.org/files/844/844-h/844-h.htm
Audio versions of the play:
http://www.youtube.com/watch?v=EN7dfTo6YOs
http://www.gutenberg.org/ebooks/844audio
Homework:
January 4, 2016
1. Discuss the "Approaching Texts" document on how to generally analyze texts. We will use this as we read our first piece of literature, the play, The Importance of Being Earnest.
2. Begin with the Activity on pgs. 243-244. Student volunteers read text 1 and then text 2, and all students answer the questions on the backs of their packets. Look at the questions before reading the texts so we are aware of what information we are looking for.
- What can you infer/glean about these characters, individually and their relationship with each other?
- Find direct quotes in each excerpt that foreshadow a conflict that could potentially arise later in the play.
3. Read through the Drama section (pages 244-252) and analyze and take notes as you read. Skip over the Activities for now, and just focus on each heading (all of the elements of a drama).
Homework:
Pick one of the following activities to engage in. Be ready to share your findings with the class on Friday:
1. Engage in the Activity on page 246 - Stage Directions.
2. Engage in the Activity on pages 247-248 - Establishing Character.
3. Engage in the Activity on pages 249-250 - The Speech.
November 30, 2016
1. Form mixed groups (one person in each group that represents Historical/Biographical context; literary devices; and critical response).
2. Each group member reports out on their findings related to their topic.
3. Each group member reports out on the Personal Response findings from their group on Monday.
4. As a team of 3, create a visual that represents all three sections you studied/researched and the personal response.
5. Put the posters around the room and engage in a museum walk (each group will explain their visual as well walk).
6. Read through the following website on Figurative Language and engage in the activities and the quiz on the website.
Homework:
November 28, 2016
1. Discuss the goals, objectis and texts for Part 4 of the course:
II. Trimester II (January-March, Year 1)
Part 4: Literature Critical Study – 50 hours
Sub topics and themes include:
· exploring literary works in detail
· analysis of themes/ethics
· analysis of literary terms
· analysis of structure
· novel studies: Their Eyes were Watching God by Zora Neal Hurston; As I Lay Dying by William Faulkner
· drama study: The Importance of Being Earnest by Oscar Wilde
Assessment/assessment practice includes:
· Written Task 2
· Paper 1
· Individual Oral Commentary
* Explore literary works in detail. Points to be considered could include:
– understand the explicit and implicit meanings in a text
– identify and situate a text or an extract in the context of a larger work
– respond to the key features of texts such as language, characterization and structure.
* Analyse elements such as theme and the ethical stance or moral values of literary texts. Issues to be considered could include.
– identify the evidence in the text for a particular stance
– consider point of view in different literary genres
* Understand and make appropriate use of literary terms. Examples could include:
– imagery
– persona
– tone
– metaphor
– irony
2. Participate in critical reading and study of the poem Dover Beach and engage in the corresponding activity found in the document.
November 23, 2016
1. Refresher - how to time the 2 hour Paper 1 essay in steps (give or take depending on your learning style, strengths, etc.)
- Choose texts to analyze - 5 minutes
- Annotating and analyzing texts (which could overlap with next step) - 20 minutes
- Pre-writing, brainstorming ideas, organizing thoughts - 20 minutes
- Outline of actual essay (see below in wiki for sample outline) - 15 minutes
- Write essay - 50 minutes
- Edit essay (consider content, handwriting, word choice, organization, sentence fluency, and spelling) - 10 minutes
2. Go over Paper 1 essays. Go over what we are looking for:- Introduction: Thesis introducing two texts and talking about their similarities/differences
- Body: Specific topics to analyze in each text (The Big 5) and specific textual examples from each text that help you compare/contrast the two texts. Also comparing/contrasting analysis of two texts through the lens of the Big 5.
- Conclusion
3. Each individual assesses his/her own Paper 1 using the IB mark schemes.
4. Switch papers with a peer who analyzed the same texts as you. Read each others' papers and discuss your similarities and differences.
5. Share out with the class questions, comments, concerns, or points to discuss regarding Paper 1. Utilize the sentence starters Miss Kerry puts on the board to discuss.6. Share Observations/Comments and Questions/Confusions on the board.
November 21, 2016
1. Miss Kerry will break down the 70 minute essay writing strategy.
2. Engage in the mock essay (You can use all of your notes; your outline, the Paper 1 outline I have given you, and of course you must use your two sources.)
November 18, 2016
1. Students have a few minutes to finish outlines with their partners.
2. Each pair shares their outline and explains why they have structured their outline in the way they have.
3. Discuss/break down 2 hour time period for Paper 1 exam.
Homework:
- We will write our exam on Monday and you can use your outline to help you.
Some links to help you:Words to describe tone.
Transition words and phrases.
Literary Terms and Devices
November 16, 2016
1. Go over Paper 1 Outline.2. In pairs, read student Paper 1 stimulus and essay with your partner and make sure the essay has the necessary components according to the outline. Share comments. As you read, mark up the essay with OBSERVATIONS and QUESTIONS.3. Read over the examiner's comments in comparison to you and your partners' thoughts and discuss.4. Sample Paper 1 stimulus material: in PAIRS, create an outline/organization/plan to write the essay based on the following stimuli. Follow the above outline and utilize The Big 5 Sheet as a guide.
HL_Mock_P1_Exam.docx
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5. Debrief with whole group: each group presents how they would organize/structure their essay.November 14, 2016
1. Self edit your WT 1 using the following document: Self and Peer Editing Guide. BE SURE YOU HAVE YOUR RATIONALE, WRITTEN TASK, AND YOUR WORKS CITED PAGE!
2. Check out the following WT 1 samples on the on the OCC.
3. Peer edit your WT 1 using the same document.
While peer editing, focus on:
- The language and identity concept you are analyzing is clear
- The text type you are utilizing/mimicking is clear
- Word choice works well - formal, appropriate, variety of language, etc.
- Grammar, spelling, punctuation are correct
- Organization flows and makes sense
- Rationale - all components of rationale are present
- Works Cited page is correctly formatted
- In-text citations are correct (if necessary)
- Analysis is present
4. Make any changes necessary in your WT 1.Homework:
November 11, 2016
Miss Kerry will be interviewing you for the Don Ruetz/North Campus Origins Video today.
1. Work on your WT 1s while Miss Kerry conducts interviews.
Homework:
November 9, 2016
1. Engage in North Campus/Don Reutz Reflection and Gratitude Activity. Filming will take place in class on Friday.
2. Review content for WT 1 Rationale:
Rationale (200-300 words)
In the rationale you must answer the following questions:
- What type of written text have you chosen to produce and why?
- From whose perspective is the response being written and why?
- Who is the target audience?
- What is the intended purpose of the response?
- What is the social, cultural or historical context in which the imaginative response is set?
- How do you intend to explore particular aspects of both the topic and the text(s) in the written task?
- What are the structural and stylistic conventions of type of text you have chosen to emulate, and how do these relate to the aims of the task?
The rationale should not only include knowledge and understanding of the topic (language and identity) and the text, but also of the formal conventions of the text type produced and how they relate to the aims of the task.3. Review that you need a Works Cited page:
You must acknowledge all sources (both primary and secondary) in a Works Cited page. This should be in MLA format.
Homework:
November 7, 2016
1. Proposals are due - Miss Kerry will meet with each of you to have your proposals checked off.2. Continue working on your WT 1 while you each meet with Miss Kerry.Homework:* Essay due on November 18th.
November 2, 2016
1. Questions or Comments about WT 1 (write on board in t-chart style).2. Work on WT 1 Proposals to be checked by Miss Kerry on Monday (due on Monday).3. On Friday, you will have an EE class instead of English.Homework:* WT 1 Proposal due Monday
October 31, 2016
1. Take out your journals and write responses to the following questions. Miss Kerry models responses.
- If words and language help to define a culture, how do words help define individuals? What are some words you would use to describe and label your own personal identity?
- Where did these personal labels come from? Next to each word you use to label yourself, describe why and how you came to the conclusion that you would use this world to label your own personal identity.
2. Pick one word and describe how that word came to be a word that identified you. Whip to explain your word and how it identifies you.3. Article Reading and Journaling: As you read the article below Rumors of Tribes, answer the following questions: What is the connection between word labels and personal identity? What is the connection between word labels and our social relations?
4. Debrief thoughts as a group focusing on the essential question: What is the connection between word labels and personal/group identity?
5. Begin preparing for WT 1:
- Preparing for Written Task 1 (Language and Identity)
- Read through the following documents. Take thorough notes (I will check them!) and write down any questions/confusions you have:
- https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=8- https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=9
- https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=4&chapter=4
Homework:
October 27, 2016
1. Make sure you have sent your FOA reflections to Miss Kerry.
2. 20 minutes for final debate preparations.
3. Engage in Debate.
October 26, 2016 1. Hand back FOA grades and then return to Miss Kerry.
2. Write words and definitions on butcher paper. Share aloud and explain why you invented those words based on prefixes, suffixes, root words, meaning, importance in culture, etc. 3. Read the following article Does Language Shape What We Think? 4. In a journal entry, explain why you agree or disagree with the following statement: "The more words you know the more thoughts you can have". Explain why you agree or disagree and use textual citations from the article to support your answer. You must use at least 3 in-text citations from the article in your response. 5. Mini-Debate: “The more words you know, the more thoughts you can have” debate. Go over Debate Process/Format
- First Affirmative Speaker (2-3 minutes) (AGREE) - Christine/Victoria
- First Negative Speaker (2-3 minutes) (DISAGREE) - Marco/Frida
- Second Affirmative Speaker (2-3 minutes) - Randy/Tono
- Second Negative Speaker (2-3 minutes) - Jade/Sofia
- Affirmative Rebuttal (2 minutes) - Melodie/Hugo
- Negative Rebuttal and/or Summary (2 minutes) - Santiago/Thomas
- Affirmative Summary (2 minutes) - Manuel
- Negative Summary (2 minutes) - Chris/Joustinne
Homework:October 23, 2016
1. Final FOA Reflections due as a PDF to Miss Kerry by Wednesday or Friday.
2. Hugo completes his FOA.
3. Lost in Translation Activity:
Language, as we have discussed, is uniquely connected to ideas of culture. Much of culture is implicit, meaning it follows unsaid rules that reflect on value and belief systems, ideas about gender and sexuality, and many other concepts and ideas (see "cultural iceberg"). It becomes difficult, then, when translating texts from other languages to fully capture the nuances of authorial style, which is of course shaped by the culture he or she inhabits. Below see a side-by-side-by-side comparison from Chekhov’s “The Lady with the Dog," courtesy of Kate's Book Blog.
Which translation do you prefer -- and why? Write, Pair, Share
5. Beyond considerations of style and the "art" of translation, consideration must also be given to the fact that some words simply do not translate easily from one language to another. Can you think of any words in English that don't translate into Spanish or vice versa? (Brainstorm a list with a partner)
Read the following articles on this concept:
Tongue and Tech: The Many Emotions for Which English Has No Word
15 Wonderful Words With No English Equivalent
The bittersweet taste of Japanese words
6. Reflection Question: Which words from these articles do you think would be useful in English and why? What would the English word be? Consider suffixes, prefixes, root words, and latin to form your English words with definitions that match words from the above articles.
Homework:
October 19 and 21, 2016Final FOA Presentations!Wednesday, October 19th (Reflection due Wednesday, October 26th):- Chris/Manuel
- Randy- Sofia/Victoria- Marco/ChristineFriday, October 21st (Reflection due Friday, October 28th):- Melodie- Santiago/Thomas- Jade- Tono
- Joustinne/Frida- Hugo
FOA REFLECTION (due one week after your presentation)
In addition to delivering your FOA, each person is required to write a 300-400 word reflection on the presentation, in which you comment on your performance and the progress you made in achieving the aims of the further oral activity. You will write this after completing your FOA. Your reflection should identify and answer the following questions in paragraph form:
October 14, 2016Check out this year's Nobel Prize for Literature winner.
1. We will finish our FOA run-throughs:- Melodie- Santiago/Thomas- Jade- Joustinne/Frida- Hugo2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
October 10, 20161. FOA run-throughs!2. While students present, peers and Miss Kerry provide feedback with It Was Effective When... and Next Time Try...
October 7, 20161. If you have not already, have your proposal signed by Miss Kerry.2. Begin working on your script, google slides, visuals, etc. that you need for your FOA.3. We will begin our FOA run throughs ("first drafts") on Monday.Homework:* prepare for your run through FOAs on Monday
October 5, 2016
1. Figure out your texts and the context of your presentation.2. Fill out your FOA proposal sheets.3. Have your proposal checked by Miss Kerry.Homework:* Finish FOA proposals
October 3, 20161. Debrief 3 paragraphs with a partner. As Partner 1 reads the paragraphs aloud, Parter 2 writes down the key terms that he/she hears in his/her partner's paragraphs. Then switch.
2. Go over what is an FOA (Further Oral Activity)? Check out each document/website below:
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=3&chapter=14
https://ibpublishing.ibo.org/live-exist/rest/app/tsm.xql?doc=d_1_a1lan_tsm_1105_1b_e&part=4&chapter=6
http://www.thinkib.net/englishalanglit/page/2538/further-oral-activity
3. Further Oral Activity Presentation Project sheet and Proposal:
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Homework:September 28, 20161. With your bilingual partner, debrief your homework: share and discuss your answers from the Visual Literacy Questions. Share aloud something that your partner discovered/learned and something that your partner has a question about.
2. Go over the key terms:
Elements: angle, line, scale, shape, texture, patterns, light
Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity
Image - tone, style, structure, medium, genre* Intertextuality - connections amongst a variety of texts
Movement - that can be seen or felt in the image
Context Created - culture, symbols, background, social, political, economic
Context Embedded in/Media Form - newspaper, magazine, website, children's story, etc.
3. Mini-lesson on the main questions:
What meanings do we infer? What (in our opinion) is the purpose of this image and how do we know this is the purpose? Consider icons, symbols, metaphors, signs
What is the relationship between creator and viewer? Consider: ethos - credibility of author/creator; pathos - emotional appeal of the author designed to influence the audience; logos - logical appeal of the author designed to influence the audience
4. Each pair will be assigned a term and the pair has to write 1-2 sentences for each of the photographs with the term and some key vocabulary connected to that term. We will then stand in a circle and share aloud (when the key term is used, you will PROJECT your voice even more to accentuate the use of the key term or vocabulary).
5. We will now apply our knowledge and write three paragraphs. Follow the Visual Literacy 3 Paragraph activity in the document.
Homework:
September 26, 2016 1. In the following mixed groups, share your station work from Friday while Miss Kerry checks to make sure you have completed your homework.Group 1:Vic, Santi, Hugo, ThomasGroup 2:Marco, Sofia/Frida, Jade, RandyGroups 3:Christine, Joustinne, Chris, Tono/Manuel
2. In new groups of 3, read through your group's assigned section in the following chapter on Visual Literacy. Take notes and be prepared to teach the rest of the class about your section (jigsaw):
http://www.iste.org/docs/excerpts/MEDLIT-excerpt.pdf Group 1 - Reading Pictures (1-6) Group 2 - Understanding How Photographs Communicate (7-13) Group 3 - Visual Literacy and…(13-18) Group 4 - Reading a Magazine Cover (19-25) Group 5 - Bogus Websites/Editorial Cartoons (25-end) 3. Report out on your section. 4. Debrief of Text Features to consider when just analyzing images: timelines; maps; graphic aids; index; captions; illustrations; photos; bulleted list; title; glossary; headings; sidebar; print type; table of contents; colors; images 5. Read over these additional documents on Visual Literacy: http://www.learnnc.org/lp/pages/675 http://www.noodletools.com/debbie/literacies/visual/diglitnews.pdf Important Notes from Noodle Tools: Elements: angle, line, scale, shape, texture, patterns, light Arrangement: balance, contrast, composition, dominance/subordination, emphasis, movement, repetition, rhythm, variation, unity Image - tone, style, structure, medium, genreIntertextuality - connections amongst a variety of texts Movement - that can be seen or felt in the image Context Created - culture, symbols, background, social, political, economic Context Embedded in/Media Form - newspaper, magazine, website, children's story, etc. What meanings do we infer? icons, symbols, metaphors, signs What is the relationship between creator and viewer? Consider: ethos - credibility of author/creator: pathos - emotional appeal of the author designed to influence the audience: logos - logical appeal of the author designed to influence the audienceHomework:* Pick any image/photograph on this website: http://www.nationalgeographic.com/photography/
Analyze the image/photograph using the Photo Analysis Worksheet on page 8 of the Visual Literacy guide (the link from #1).
September 23, 20161. Speed dating to debrief 4 homework questions from Monday (while Miss Kerry checks homework).2. We will now work at 4 different stations, analyzing 4 different text types. At each station, fill out the following Guide to Close Reading/Analysis of Text handout to analyze the four different text types (either by hand, or make a copies of the documents on google drive to fill them out online):
Station 1: Image:
http://www.wikipaintings.org/en/salvador-dali/the-persistence-of-memory-1931
Station 2: Recipe:
http://theshiksa.com/2011/01/05/falafel/ (pay attention to the text and images)
Station 3: Advertisement (if this link does not work, google: "Aquafresh teeth so white they can't dance ad": http://i.imgur.com/8Ppzgs2.jpg
Station 4: Editorial Column:
http://www.nytimes.com/2013/09/25/opinion/losing-is-good-for-you.html?ref=opinion&_r=0
September 19, 20161. Meet with your group and decide who will preset each of the following:* The PURPOSE and a quote (textual evidence) from your article that demonstrates the purpose.* The AUDIENCE and a quote (textual evidence) from your article that alludes to who the potential audience could be.* The link between rising of global languages and demise of local languages and a quote (textual evidence) that references this connection in some way in your article.* A quote (textual evidence) from your article that either supports or does not support the concept that global language and local languages can coexist.2. Each group presents their article and their textual evidence3. Continuing with our theme of Language and Culture, we will look at Culture as a NOUN. Go over this visual with Miss Kerry:
The Iceberg Concept of Culture
4. Read these articles and then answer the questions below:
http://www.education.com/reference/article/culture-language/ Or, try this link:
http://www.education.com/pdf/culture-language/
http://www.teachingenglish.org.uk/articles/culture-fifth-language-skillhttp://anthro.palomar.edu/language/language_1.htm
1. Elaborate on the basic definition of "culture" from above using your own words.
2. What makes up a "culture"? Provide specific examples.
3. Can we separate language and culture?
4. How does culture inform our reading of text?
September 16, 2016
1. Finish presenting History of English Language Projects (one more group needs to present).
2. Reflection (brainstorm a list of ideas of what we can learn or take away from when we study the history/evolution of the English Language). Writing prompt sentence starter: Analyzing the History/Evolution of the English Language tells us...
3. Reflection from Wednesday's activity. Discuss your answers to: Is English a Global Language? What accounts for the "success" of the English language? with a partner. Write your answers on the board and then share/present.4. Can we link the rise of global languages with the demise of local languages? Can global languages and local languages coexist? We will jigsaw and share the articles below, and also answer these questions above.
- What's Lost When A Language Dies - Santiago, Christine, Sofia, Manuel, Tono
- Vanishing Voices - Randy, Jade, Victoria, Hugo, Chris: Try this google doc too: https://docs.google.com/document/d/1tV05NN-JfRJUOtRUq3OsoQZpXAIEZsh3AJe4oTwxnNY/edit?usp=sharing
- Disappearing Languages - Marco, Melodie, Frida, Thomas, Joustinne
- UNESCO Interactive Atlas of the World’s Languages in Danger - everyone can check this out
5. Read your assigned article. As a group, find the purpose and audience in your article. Also, answer the two questions in #4 based on the information in your article.Homework:* Finish reading your article for Monday; Monday we will meet with our groups and discuss.September 12, 2016
1. 40 minutes to work on your History of English Language assignment. You should have completed your research and now you can work with your group to collaboratively put together your presentation.
2. Second half of class: presenting our History of English Language information and taking notes.
WE WILL NOT HAVE CLASS ON WEDNESDAY, SO PLEASE DO THE FOLLOWING FOR FRIDAY:
Analyzing the History/Evolution of the English Language tells us...
Is English a Global Language? What accounts for the "success" of the English language? Read and take notes on the two articles below.
- A fairly short but dense (but interesting!) article about an American in Paris and the idea of English as the international language. There are a lot of ideas to unpack here.
- A glimpse ahead? (short video on the global dominance of English).
After reading this article and watching this video, answer these questions in your journals:Is English a Global Language? What accounts for the "success" of the English language?
September 9, 2016
1. Debrief Benefits/Limitations Sheet from Monday's class. Report out in pairs on answers and ideas.
2. We will now learn about the History of the English Language. You will be assigned a group and a period in the English language's history to become an expert in:
- pre Old English (prehistory of English - Celts, Germanic, Romans, Indo-European) – Frida, Marco, Manuel
- Old English (Anglo Saxon) – Jade, Joustinne, Chris
- Middle English – Christine, Tono, Mel
- Early Modern English – Sofia, Santiago, Hugo
- Late Modern English – Victoria, Thomas, Randy
3. Read and/or watch the following texts/videos in order to become an expert in your period's history. You can use additional sources that you find on EBSCO as well. Take notes and present the following information about your English history period:- historical evolution/explanation of your period
- key individuals/countries/etc.
- facts, examples of language form that era
- a general synopsis/overviewdescription of language from that time period
Here are sources you can use:http://www.thehistoryofenglish.com/history_late_modern.html
4. You have the entire class today to do the above work. On Monday, you and your group will present your information. Also use your class time today to collaborate with your group to figure out your presentation plan. How will you take turns presenting the information? Will you include visuals? What materials or resources might you need to present the information? Please note: This is a preparation activity for your Further Oral Activity later in the trimester.)
- PLEASE NOTE: If you're interested in furthering our study on language vs. communication (or you finish the above work during Friday’s class), check out these articles based on children and development:
Other theorists have suggested that while universal grammar may be innate, it must be activated within the first few years of life. That is, children must be surrounded by language in order to develop language. According to the "critical period" theory, a child raised in isolation would not necessarily develop language spontaneously. Ethically it is impossible to test such a theory; instead linguists have studied feral or abused children as well as deaf children to see whether this theory has merit (don't feel compelled to read both articles in detail; each is worth skimming but were mainly included to get you thinking about these wider issues of language acquisition). A good, short overview of the current debate can be found here. Homework: * Do your research over the weekend; on Monday you will collaborate with your group for 40 minutes to create and put together your presentationSeptember 7, 2016
1. Share homework: various forms of media that discuss nonverbal communication and/or body language. Stand and Deliver.
2. Another form of non-verbal communication is subtext, or the things we say without really saying them. For example, when a student asks whether they can get an extension on an essay and I say, "Hmmmm, I'll have to think about that": I'm really saying "probably not." This is a short (10 minute) but vivid explanation of this aspect of communication, once more delivered by our good friend Steven Pinker:
http://www.youtube.com/watch?v=3-son3EJTrU
- While watching this video, take notes on the following question and answer in your journals: how do you think subtext affects how humans communicate?
3. We will discuss our answers.4. Based on your impressions of the resources, videos, and articles we have been reading and watching, describe the benefits/limitations for each of the following modes of communication. We will utilize this Form to fill out our answers. https://docs.google.com/document/d/12QorT30C8nZoM6BEXfpevcPWDwvl0I-dK46i_NJoJSQ/edit?usp=sharingHomework:* Remember to be on the look out for nonverbal communication all around you and be ready to share out on Friday!* Step #4 above will also be due on FridaySeptember 5, 2016
1. With a partner at your table, discuss your homework answers while Miss Kerry checks to make sure they are complete.
2. As we are discussing, not all language is verbal. Sign language is a specialized, rich form of communication, for instance. Also consider those other little physical quirks that go along with language, like raising an eyebrow, flaring a nostril, or hunching one's shoulders: this is body language, the power of which is explained in this (21 minute) TED talk: http://www.youtube.com/watch?v=Ks-_Mh1QhMc
3. As you watch this video, consider the following question: how does the power of body language/gesture affect how humans communicate? Take notes on this as you watch the video.
4. Now, let's research this further using EBSCO so we can become more familiar and comfortable with EBSCO which we will use for our Extended Essay. (Try various searches such as BODY LANGUAGE; BODY LANGUAGE AND COMMUNICATION; BODY LANGUAGE AND NON-VERBAL COMMUNICATION; BODY LANGUAGE AND GESTURE; ETC. You might also need to try looking up these key words using quotes.).
5. Mini-lesson on EBSCO as we research an additional article related to the above topics/essential questions:
- explora - secondary school (student research center only until december)
- EBSCOhost - teacher profile - IB students can use this with their monografias
- you can change your lexile range for your level of english/spanish comprehension
- you can click on add to folder and it will save your article
- you can click on SEND and send the article to yourself or your students
- each student can create his/her own account/profile to save his/her articles - we are going to do this the first week in English class
- you can listen to any article WITH DIFFERENT ACCENTS
- you can take notes
- you can put it into a citation format for your bibliography/works cited page; you can send this to yourself
- different ways to VIEW it
- how to search - might need to put specific topics in quotes "golden rice"
- can also do advanced searches
- can look at the history of your searches
- tutorials section on the website if you need help
- can get the app for you phone/android
6. Once you find your EBSCO article or document about BODY LANGUAGE AND NON-VERBAL COMMUNICATION answer the following questions:1. What form of media is used (article, magazine, video, etc.)?
2. What is the purpose/message of the media?
3. Who is the intended audience?
4. What is this article stating about the topic we are researching?
5. What are the key words/terms used in this piece of media?
Homework:
September 2, 2016
1. Miss Kerry checks homework; Notetaking Document filled out and ready for discussion.
2. Focus on Fixing up two Discussion Questions. Mini-lesson on How to Write a Solid Discussion Question in order to prepare for our Socratic Seminar. We will review this document to help us carefully construct higher level thinking discussion questions. http://blog.adambabcock.com/wp-content/uploads/2013/03/Costa-House-Levels-of-Questions.pdf)
3. Fix up or write new Discussion Questions about the article you read based on above handout. Be sure your questions provoke deep discussion about the articles that we read and annotated for today.
4. Socratic Seminar Rules:
- "3 Before Me"
- Use Textual Examples to illustrate your point
- Build upon what others have said
- Encourage people who have not shared to speak
- When there is a lull in the conversation, use one of your Discussion Questions to get the conversation rolling again
5. Engage in Socratic Seminar on the two podcasts using your Note-taking Sheets, your Discussion Questions, and your Socratic Seminar rules. (We will mix up the groups when we discuss each podcast).
6. Discussion Reflection: based on your Socratic Seminar Discussions, answer the following question in a typed google drive document and share it with me. Be sure to use specific textual evidence from the transcripts/podcasts to support your answer.
How is it that humans can move their mouths around and produce noises that are given complex meaning?
7. These NPR stories provide a broad overview of our evolutionary history as humans but how exactly is language passed on from one generation to another? Is language innate? One popular theory suggests that humans are born with "universal grammar," which helps explain how babies are able to develop language. Watch or read the transcript of this short (3 minutes) video hosted by Steven Pinker, whose book The Language Instinct is featured in the IB course companion:http://bigthink.com/videos/how-children-learn-language
8. After you watch or read the transcript, answer the above question in bold based on the video. Do you believe language is innate? Why or why not? This time answer in your journals, using specific textual references.
August 31, 2016
RETURN GREAT GATSBY BOOKS!
1. Find your Bilingual Pair (icebreaker activity). Find the partner whose word (or words) matches your word (or words). Discuss why the words go together and what the phrase means; also discuss how is the words/phrases are related to our class? Write a sentence to explain the definition and relationship to our class.
2. Share one sentence of what the word phrase menas and how it is related to our class (Stand and Deliver).
3. Go over the IB Language and Literature Syllabus: this will be our class's syllabus for the next two years.
4. Listen to the following podcasts and fill out the Article Notetaking Document as you read in order to help you organize your thoughts:
From Grunting To Gabbing: Why Humans Can Talk
http://www.npr.org/templates/story/story.php?storyId=129083762
Singing, Singing, Speaking: How Language Evolved
http://www.npr.org/templates/story/story.php?storyId=129155123
Homework:
September 2, 2016
4. Free write utilizing poster boards and stations. Walk around and answer the following questions at each station:
- How is language used to construct one's identity?
- How do people use one or more languages in various contexts to express their individual identity?
- How do individuals define themselves according to the practices of a community?
5. Engage in the following activity on this website and follow the directions: http://www.thinkib.net/englishalanglit/page/11337/the-way-i-amWritten Task Reflection Activity (Vacation Work)
With your partner, share your Written Task 1 or 2 work from the break. Explain to your partner the elements of your Written Task 1 or 2 using the following Sentence Starters (Miss Kerry will write on the board):
- I chose Written Task 1 or 2 (choose one) because:
- The book I read is:
- The structure (letter, recipe book, police report, etc.) that I followed for my Written Task is:
- For my Written Task, I chose to write about _ from my book, because _
- My intended audience is because _
4. Reflection Exit Card on Written Task: on one side, explain what went well with the WT and on the other side, explain what questions or confusions you still have about the WT.
OR, If you did not complete the Written Task, please read about it on last year's wiki page:
http://lapazcolegio2015-2016.wikispaces.com/10+English+Language+Arts